ࡱ>  Qpbjbj K0rrbJq^(+3+3+3$%שR+3s2+3+3+3+555+3.5+355z@d#ɰY3:^ܣA0qj)3)d)dx+3+35+3+3+3+3+34+3+3+3q+3+3+3+3)+3+3+3+3+3+3+3+3+3 : AP Psychology Justin Bacile Periods 1, 2, 3, 5, 6 Fall Semester 2014  HYPERLINK "mailto:BacileJ@fultonschools.org" BacileJ@fultonschools.org  HYPERLINK "http://coachbacile.wordpress.com" http://coachbacile.wordpress.com Course Description/Overview I have made a ceaseless effort not to ridicule, not to bewail, not to scorn human actions, but to understand them. Benedict Spinoza, Political Treatise, 1677 The purpose of Advanced Placement Psychology is to introduce students to the systematic & scientific study of the behavior and mental processes of human beings and other animals. Throughout the course students will be exposed to the psychological facts, principles and phenomena associated with each of the major subfields of psychology. In addition, the course will stress the need to think like a psychologist. As author and social psychologist David Myers, notes to think as a psychologist, one must learn to restrain intuition with critical thinking, judgmentalism with compassion, and illusion with understanding (Sternberg, 1997). Whether students choose to pursue a career in psychology or in an entirely different field, this habit of mind will be of great value. Course Objectives Students will study the major core concepts and theories of psychology; in doing so they will be able to define and apply key terms. Students will learn and utilize basic skills associated with psychological research and statistical analysis. Students will develop critical thinking skills and be able to apply psychological concepts to their own lives. Students will participate in classroom demonstrations and laboratory procedures related to the field of psychology. Students will strengthen their reading, writing, discussion and oral presentation skills. Classroom Expectations ***Please note that Advanced Placement Psychology is designed to be as challenging as an introductory course at the college level. As such, the course is fast-paced and demanding, requiring that students are both self-motivated and disciplined, while displaying a college-level effort. Pay attention to the teacher/speaker/presenter; in other words, use common courtesy at all times. Come prepared for class, read, participate, take thorough notes, ask questions and complete all assignments on time. With the exception of major projects (see the Social Studies Department Late Policy), late work WILL NOT BE ACCEPTED. Refrain from distracting yourself while in the learning environment; turn cell phones and iPods off, unless otherwise instructed. Familiarize yourself with the class webpage, as frequent use will be required throughout the duration of the school year. As always, all school rules will be observed in the classroom this includes rules regarding tardiness. No exceptions. Remember to maintain a positive attitude, a solid work ethic and a smile on your face.    Assessment Practices Daily Assessments & Quizzes (20%) Daily work includes, but is not limited to items such as in-class assignments, homework assignments, participation in psychological simulations, case study analyses and quizzes. In general, you should expect one announced quiz and as many as two unannounced quizzes per unit. Unannounced quizzes will be geared towards student comprehension of scheduled reading assignments and vocabulary terms. Performance Tasks (25%) Students will be expected to complete at least three major projects per semester. Projects are intended to enhance student understanding of psychology, by requiring the in-depth application of psychological concepts. Unit Tests (40%) Unit tests will consist of 50 multiple choice questions (to be completed in 35 minutes) and 1 free response question (to be completed in 25 minutes). In order to best simulate the AP Psychology Exam, the multiple choice section of the test will be worth 2/3 of the total grade, or 65 points, while the free response question will be worth 1/3 of the total grade, or 35 points, for 100 possible points. Please note that unit tests will frequently incorporate material from previous units. ***Please note that if you are absent on the day of an ANNOUNCED test, you will be expected to take the test on your first day back to school*** Final Exam (15%) A comprehensive final exam will be given in both December and April (prior to the AP Exam). Required Materials Writing utensils, especially black and blue pens all written work that is completed in class MUST be submitted in pen! A sturdy three-ring binder; used ONLY for AP Psychology Fourteen dividers; one section for administrative papers (i.e. syllabus, general handouts, etc.), one section for each unit that will be covered this year (see Course Plan) and one section for cumulative review materials Plenty of loose-leaf paper and 3x5 note-cards ***The use of highlighters, Post-it Notes and other study aids is STRONGLY ENCOURAGED! Supplementary Instructional Materials Audio-visual materials, primary source readings, charts/diagrams and special readings: Forty Studies that Changed Psychology, Roger Hock Publication Manual of the American Psychological Association: Sixth Edition, American Psychological Association Select readings from reputable news sources, psychological journals, etc. Instructional Methods Lecture + Discussion Socratic Seminars + Debates Vocabulary Note Cards Case Study Analyses Psych Immersions Neuron Notes Reading Quizzes Vocabulary Quizzes Cumulative Checks AP Psychology Hints Keep up with vocabulary note cards: A large portion of psychology is learning various terms and concepts vocabulary is essential to your success on the AP exam. In addition to being able to define each term, you must also be able to apply the concepts. Do not fall behind in creating your vocabulary note cards it is highly recommended that you complete them as you complete each reading assignment! Vocabulary note cards will be collected and graded at the end of each unit. Keep up with reading assignments: Do not fall behind! Using the unit calendar that will be provided at the beginning of each unit, set a schedule for yourself and be disciplined enough to stick to it. Always be prepared to discuss the reading assignment and/or take a quiz on the material. Learn to read more effectively: Read ACTIVELY; dont just look at the words. If you spend a half hour reading but are unable to recall anything when you are done, you have wasted your time. Reading a college level text requires a great deal more effort and concentration than does the latest novel. Do NOT ignore pictures, diagrams, tables, sidebars, etc. in your textbook. These features were added to your book for a reason. They make the text more interesting and usually provide important information. Take notes as you read. If you condense a 30-page chapter to a few pages of good notes, itll be much easier to review. Form a study group with other students! Consult various resources: Unfortunately, it is impossible to cover everything that you will need to know for the AP Exam during class time. As a result, it is crucial that you make a point to learn the information on your own. If you come across something that you dont understand, please ask for clarification, consult another Psychology textbook or peruse the internet for further explanation. Social Studies Department Late Work Policy Major Assessments/Projects Major projects/assessments turned in late will receive points off of the grade. This includes reasons such as computer/printer problems, work schedules, last minute conflicts, etc. For each day late, 10% of maximum points possible will be deducted from earned grade for a maximum of FIVE school days. On the 6th day, the grade becomes a zero. This rule may be relaxed due to extended illness and/or extenuating circumstances that will be determined on a case by case basis by the teacher. Social Studies Department Testing Protocol In testing situations, or while students are being evaluated for a grade, ALL students will be expected to place their cell phones and/or all other mobile devices in their backpacks which will then be placed against the walls and away from the students for the entire class period. If a student refuses to cooperate with this policy, is found at any time during the class period to have his or her mobile device out, or cheats in any other way, the student will be referred to the principal for disciplinary action. Make-Up Work It is the students responsibility to remember to schedule make-up work with the teacher according to the timeframe explained below. Grades for missing assignments will be entered as a 0 in the grade program until the assignment is made up. If your absence is excused, you have the same number of days to make up your work (including tests & quizzes) as the number of days that you were absent. For example, if you missed three days, you have three days to turn in your make-up assignments. If you do not meet this time frame, you will not receive credit for your work. If your absence is unexcused, you have the same number of days to make up your work as the number of days that you were absent; however, the grade you earn on any make-up work will be reduced by 10%. Work for unexcused absences submitted after this timeline will not be accepted. This make up policy may be amended due to unusual circumstances as determined by the teacher. Recovery Policy Opportunities designed to allow students to recover from a low of failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Students should contact the teacher concerning recovery options. Teachers are expected to establish a reasonable time period for recovery work to be completed. ALL recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester. Teachers will determine how and when students with extenuating circumstances may improve their grade. Criteria for Recovery: Must be initiated by the student All prior work must be complete (no zeros) Test recovery must be done before the next unit test Highest possible recovery score 70% Extra Help See me for extra help BEFORE you find yourself falling behind. I am available during lunch (4th period planning), as well as Thursday afternoon and Friday mornings. Please see me to schedule an appointment if you feel extra help is necessary. Course Outline and Course Plan The AP Psychology course consists of 14 distinct areas of study. These areas will be presented in 12 separate units; six units in the fall and six units in the spring. Please note the percentages of each topic. History and Approaches (2-4%) Research Methods (8-10%) Biological Bases of Behavior (8-10%) Sensation and Perception (6-8%) States of Consciousness (2-4%) Learning (7-9%) Cognition (8-10%) Motivation and Emotion (6-8%) Developmental Psychology (7-9%) Personality (5-7%) Testing and Individual Differences (5-7%) Abnormal Psychology (7-9%) Treatment of Psychological Disorders (5-7%) Social Psychology (8-10%)  Unit I: History, Approaches and Research Methods (Prologue & Chapter 1) Topics Logic, philosophy and history of science Approaches/perspectives/subfields Experimental, correlational and clinical research Statistics in psychology Ethics in research Unit Objectives Define psychology and identify early milestone in the field Compare and contrast the psychological perspectives and identify subfields of psychology Identify elements of an experiment (i.e., variables, groups, sampling, population) Compare and contrast research methods (i.e., case, survey, naturalistic observation) Describe the three measures of central tendency and measures of variation Discuss the ethics of animal and human research Length: 3 weeks FRQ Date: Thursday, August 28th, 2014 Test Date: Friday, August 29th, 2014 Unit II: Biological Bases of Behavior (Chapters 2 & 3) Topics Physiological techniques (i.e., imaging, surgical) Neuroanatomy Functional organization of the nervous system Neural transmission Endocrine system Genetics Evolutionary psychology Unit Objectives Describe the structure of a neuron and explain neural impulses Describe neural communication and discuss the impact of neurotransmitters Classify and explain major divisions of the nervous system Identify and describe the functions of brain structures (i.e., thalamus, cerebellum, limbic system Describe the four lobes of the cerebral cortex and their functions, as well as the association areas Explain split-brain studies Describe the endocrine system Explain the significance of behavioral genetics and evolutionary psychology Length: 3 weeks FRQ Date: Monday, September 22nd, 2014 Test Date: Tuesday, September 23rd, 2014 Unit III: Developmental Psychology (Chapters 3 & 4) Topics Life-span approach Research methods Heredity-environment issues Developmental theories Dimensions of development Sex roles and gender roles Unit Objectives Describe the course of prenatal development Discuss Piagets theory of cognitive development Discuss the effect of social development (body contact, familiarity and parenting styles) Illustrate development changes in physical, cognitive, moral and social areas Identify Kohlbergs moral development stages and apply to scenarios Describe Eriksons psychosocial development stages Distinguish between longitudinal versus cross-sectional studies and crystallized versus fluid intelligence Length: 3 weeks FRQ Date: Tuesday, October 14, 2014 Test Date: Wednesday, October 15, 2014 Unit IV: States of Consciousness (Chapter 7) Topics Sleep and dreaming Hypnosis Psychoactive drug effects Unit Objectives Describe the sleep cycle and identify what occurs in each stage Compare differences between NREM and REM Describe the major sleep disorders Explain the purpose of dreams Discuss hypnosis and describe the characteristics of those more likely to be hypnotized Discuss dependence, tolerance and withdrawal in relation to drug use, as well as the effects of depressants, stimulants and hallucinogens Length: 1.5 weeks FRQ Date: Friday, October 24th, 2014 Test Date: Monday, October 27th, 2014 Unit V: Sensation and Perception (Chapters 5 & 6) Topics Thresholds and signal detection theory Sensory mechanisms Attention Perceptual processes Unit Objectives Contrast the processes of sensation and perception Distinguish between thresholds (absolute, difference, Webers law) Label a diagram of the parts of the eye and the ear & describe the operations of the sensory system (the five senses) Differentiate the Young-Helmholtz and opponent-process theories of color vision Explain the place and frequency theories of pitch Describe Gestalt principles, figure-ground and depth perception Discuss monocular and binocular cues Length: 3 weeks FRQ Date: Thursday, November 13th, 2014 Test Date: Friday, November 14th, 2014 Unit VI: Learning & Memory (Chapters 8 & 9) Topics Classical & operant conditioning Cognitive processes Biological factors Social learning Unit Objectives Describe classical conditioning (Pavlovs experiments) & operant conditioning (Skinners experiments) Identify different types of reinforcers (positive, negative, primary and secondary), as well as the schedules of reinforcement Discuss the effects of punishment on behavior Describe the process of observational learning (Banduras experiments) Describe sensory memory, short-term memory and long-term memory Explain the encoding process (i.e., imagery, chunking, hierarchies) Differentiate between implicit and explicit memory Describe the impact of retrieval cues on memory Discuss the effects of interference and motivated forgetting on retrieval Describe Loftus research on memory reconstruction Length: 3 weeks FRQ Date: Thursday, December 11th, 2014 Test Date: Friday, December 12th, 2014 Unit VII: Thinking and Language (Chapter 10) Topics Language Thinking Problem solving and creativity Unit Objectives Define concepts and prototypes Differentiate algorithms and heuristics when solving problems Explain how the representativeness and availability heuristics are use to make decisions Describe the structure of language (phonemes, morphemes, grammar), as well as language developmental stages (i.e. babbling, one word) Explain the nature-nurture debate for language acquisition (Chomsky v. Skinner) Discuss Whorfs linguistic relativity hypothesis Length: 2.5 weeks FRQ Date: Thursday, January 22nd, 2015 Test Date: Friday, January 23rd, 2015 Unit VIII: Intelligence: Testing and Individual Differences (Chapter 11) Topics Standardization and norms Reliability and validity Types of tests Ethics and standards in testing Intelligence Unit Objectives Discuss the origins and nature of intelligence testing Differentiate intelligence theories (Spearman, Thurstone, Gardner, Sternberg) Distinguish between aptitude and achievement tests Describe the importance of standardization and distinguish between the reliability and validity of intelligence tests Describe extremes of intelligence Length: 2 weeks FRQ Date: Thursday, February 5th, 2014 Test Date: Friday, February 6th, 2014 Unit IX: Motivation and Emotion (Chapters 12, 13 & 14) Topics Biological bases Theories of motivation Hunger, thirst, sex and pain Social motives Theories of emotion Stress Unit Objectives Define motivation and identify motivational theories Describe the symptoms of anorexia nervosa and bulimia nervosa Define achievement of motivation, including intrinsic and extrinsic motivation Describe the three theories of emotion (James-Lange, Cannon-Bard, Schacter-Singer) Describe the biological response to stress Length: 2.5 weeks FRQ Date: Tuesday, February 24th, 2015 Test Date: Wednesday, February 25th, 2015 Unit X: Personality (Chapter 15) Topics Personality theories and approaches Assessment techniques Growth and adjustment Unit Objectives Describe Freuds iceberg theory (id, ego and superego) and explain how defense mechanisms protect the ego Describe the contributions of the neo-Freudians (Jung, Adler, Horney) Describe the humanistic perspective on personality (Maslows self-actualization and Rogers self-concept) Identify how personality inventories are used to assess traits Discuss the social-cognitive perspective on personality (Banduras reciprocal determinism) Identify locus of control, learned helplessness and optimism Compare and contrast the psychoanalytic, humanistic , trait and social-cognitive perspectives on personality Length: 2.5 weeks FRQ Date: Monday, March 16th, 2015 Test Date: Tuesday, March 17th, 2015 Unit XI: Abnormal Psychology/Treatment of Psychological Disorders (Chapter 16 & 17) Topics Definitions of abnormality Theories of psychopathology Diagnosis of psychopathology Types of disorders Treatment approaches Modes of therapy (e.g., individual, group) Community and preventive approaches Unit Objectives Discuss the purpose of the Diagnostic & Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR) Describe & identify symptoms of anxiety disorders (generalized, panic, phobias, obsessive-compulsive disorder, PTSD) Discuss dissociative disorders (amnesia, fugue, dissociative identity disorder) Describe and explain the development of somatoform disorders Differentiate mood disorders (major depression versus bipolar) Differentiate hallucinations and delusions, and identify subtypes of schizophrenia Describe the three clusters of personality disorders (anxiety, eccentric, impulsive) Describe psychoanalytic therapeutic techniques (e.g., free association, interpretation) Discuss Rogerss client-centered therapy Identify counter-conditioning techniques Describe the goals of the cognitive therapies Differentiate between anti-anxiety, antidepressant, and antipsychotic medications Describe electroconvulsive therapy and lobotomies Length: 2.5 weeks FRQ Date: Thursday, April 2nd, 2015 Test Date: Friday, April 3rd, 2015 Unit XII: Social Psychology (Chapter 18) Topics Group dynamics Attribution processes Interpersonal perception Conformity, compliance, obedience Attitudes and attitude change Organizational behavior Aggression/antisocial behavior Cultural influences Unit Objectives Describe the fundamental attribution error Describe Zimbardos prison guard experiment and the effects of role-playing on attitudes Discuss the results of Aschs experiment on conformity Discuss Milgrams experiments on obedience Explain social facilitation, social loafing, and deindividuation Differentiate group polarization and groupthink Define and give examples of prejudice Discuss the issues related to aggression and attraction Length: 2 weeks FRQ Date: Thursday, April 23rd, 2015 Test Date: Friday, April 24th, 2015 Milton Honor Code I understand that academic integrity creates a strong academic and ethical environment at Milton High School. I pledge that I will be personally responsible for upholding the values of academic integrity by being honest and not tolerating academic dishonest. Honor Code Violations In accordance with Fulton County School Board Policy JCD, when a student is suspected of cheating the following must happen: The teacher will notify the appropriate administrator. The administrator will thoroughly investigate the incident in a timely manner. The students parents will be notified. If the student is found guilty of violating the honor code, the student will either have to repeat the assignment, receive a zero, or have other administrative consequences. Honor Code violations may result in an entry on the students permanent disciplinary record. HONOR CODE VIOLATIONS CAN BE ISSUED FOR, BUT ARE NOT LIMITED TO, THE FOLLOWING INCIDENTS: Copying or "borrowing" from another source and submitting it as one's own work Seeking or accepting unauthorized assistance on tests, projects or other assignments Altering or forging grades, grade books, progress reports, report cards or other academic records Fabricating data, signatures or resources Providing or receiving test questions in advance without permission Working collaboratively with other students when individual work is expected Using technology in a manner that gives unauthorized assistance Student Name: _____________________________________________ Student Signature: ____________________________________________ Date: ________________________ Parent Name: ______________________________________________ Parent Signature: ______________________________________________ Date: ________________________  Advanced Placement Psychology Considerations Advanced Placement Psychology is intended to mimic the rigor and content of a challenging college-level course. As such, the course is fast-paced and demanding, requiring that students are both self-motivated and disciplined, while displaying a college-level effort. The ability and willingness to read every night is essential for success in this class. You will need to read with full comprehension of the material covered; there is not enough time to cover every term/concept/theory in class, so you will be responsible for learning information independently. Like a college-level course, AP Psychology requires a great deal of self-discipline. In addition, some of the topics addressed in Advanced Placement Psychology require maturity and a willingness to approach subject matter in a critical, academic light. Psychological research related to human sexual behavior and attitudes will be discussed, as well as the evolutionary approach to psychology. Please keep in mind that the content of this course is determined by the College Board, and is therefore, nonnegotiable. I do hope that students and parents use this information to decide whether or not this class is right for a particular individual, and I am available to help in making that decision if necessary. Please read and sign below: I have fully read the syllabus for Advanced Placement Psychology and I understand the nature of this course. I believe that I possess the skills that are required and I am willing to devote the time necessary to succeed in this class. Student Signature: ____________________________________________________________________________ Date: _____________________________________________________ I have fully read the syllabus for Advanced Placement Psychology and I understand the nature of this course. I believe that my son or daughter possesses the skills that are required and that he or she is willing to devote the time necessary to succeed in this class. Parent Signature: ______________________________________________________________________________ Date: _____________________________________________________ Parent Email Address: _______________________________________________________________________________________________________________________________________ Textbook Information Each of you has been issued a copy of the text entitled Psychology by David Myers; this textbook is used in introductory psychology courses at colleges and universities across the country. Title: Psychology Publisher: Worth ISBN: 0716785668 Cost: $105.00 Grading Scale Assessments & Quizzes 20% Performance Tasks 25% Unit Tests 40% Final Exam 15% A Get-Out-Of-Jail-Free Card: In most cases, students are given ample time to finish homework assignments; therefore, there are few possible reasons for which papers should be late. Assignments are due at the BEGINNING of class not in the middle of class & not at the end of class. If you know that you are going to be absent on the day an assignment is due, please make every effort to hand the assignment in early. Since I realize that emergencies/problems do arise, once a semester, students will be allowed one extra day to hand in work without penalty. Please indicate on the top of your assignment that you are taking advantage of this option. Remember this is only ONCE PER SEMESTER! ***Please note that test dates and unit lengths are subject to change! Sign up for REMIND 101! ***Remind 101 is a service that allows teachers to send text messages and reminders to both students and parents. This service allows for privacy, in that no phone numbers have to be exchanged. 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