· Web viewLEHIGHTON AREA HIGH SCHOOL. COURSE SYLLABUS. Advanced Placement Psychology. CONTACT...

LEHIGHTON AREA HIGH SCHOOLCOURSE SYLLABUS

Advanced Placement Psychology

CONTACT INFORMATIONMr. Brong

[email protected]

Time Available for HelpI will be available for extra help before school and after school. Please feel free to ask for extra help at any time.

Course DescriptionThis class is designed for those students who wish to experience a college –level introductory course in Psychology. It is also intended to prepare the student for the very rigorous AP exam. This course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of humans. Students will be exposed to the psychological facts, principles and phenomena associated with each of the major content domains within psychology. Students will also be exposed to the ethics and methods psychologists use in their science and practice. Fostering critical thinking skills will be a paramount objective in this course. In order to do well in this course, you must actively question assertions about behavior and mental processes rather than passively memorizing and accepting ideas in the text. This course will be extremely challenging and rigorous. The number of topics covered; the depth of study; the amount of reading, will be considerably greater than an honors class. Any student who is thinking about pursuing a future in psychology, social work, counseling, nursing or any intense people- oriented career should consider taking this course.

Keystone/Common Core Standards

English Language Arts Standards » History/Social Studies » Grade 11-12

Key Ideas and Details

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.

CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Objectives and Goals

http://www.corestandards.org/ELA-Literacy/RH/11-12/9/









See College Board Advanced Placement Articulation

Determination of GradesEverything we do will have a point value attached to it. Your grade will be determined by dividing the total number of points that you have earned by the total number of points possible for you to earn during each marking period. There will be a final exam given. The final exam will be worth 20 percent of your total final grade

Assessments

Unit Tests – These tests follow most chapters or units and are modeled on the AP Exam with approximately 30 multiple choice questions and an FRQ (free response question or essay)

Practice FRQs – These Free Response Questions will allow you to practice with writing the FRQ as well as practice with the content before the unit test. I will lead students through the rubric and students will peer evaluate the FRQ and students will be able to correct their FRQs.

Reading Quizzes – Quizzes will be given after every piece of textbook reading (students may use notes they take on their reading for the quiz).

Quizzes – Quizzes will be announced and given on specific chunks of content in especially long chapters. The format for these quizzes will be open-ended factual and critical thinking type questions

Analytical Critiques – Students will receive numerous articles and readings from books, newspapers, magazines, and journals. After each reading students are to complete an analytical critique which includes the following components – summary of the main points of the article, analysis of the science behind the article, a personal response to the article or newly learned information, and the article’s importance to the field of psychology

Student generated discourse – Using 21st century skills students will be able to design their own final project. Projects can include an original experiment or study, analytical comparison of books in a particular topic, or a research project/paper. Each student or group will use 21st century methods of information dissemination on their research/experiment/study

AP Exam/Final Exam – All students are expected to take the AP Exam in May

Classroom Rules and Discipline

1. Be in your assigned seat and ready to work when the bell

rings.

2. Bring required books and materials to every class, unless

told otherwise by the teacher.

3. Listen and stay seated when someone is speaking.

4. Follow directions the first time they are given.

5. Turn assignments in on time.

6. Treat everyone and their property respectfully.

AP College Board Curricular Requirements. Articulation of CourseThis course provides instruction in:

CR1 – psychology’s history and approaches

CR2 – psychological research methods

CR3 – biological bases of behavior

CR4 – sensation and perception

CR5- states of consciousness

CR6 – learning

CR7 – cognition

CR8 – motivation and emotion

CR9 – developmental psychology

CR10 – personality

CR11 – testing and individual differences

CR12 – abnormal disorders

CR13 – treatment of psychological disorders

CR14 – social psychology

CR15 – empirically supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments [as relevant to each content area]

CR16 – ethics and research methods used in psychological science and practice.

Week 1

Unit 1 CR 1

AP Topic % of Exam Ciccarelli pages

History and Approaches

2-4 % Chapter 1

Pp 6-11

Appendix B

Essential Questions:

• What is psychology?

• How has the study of psychology developed over the years?

• What are the different perspectives, approaches, and/or subfields of psychology?

Objectives

Trace the historical and philosophical development of psychology as a science.

Describe how the different perspectives explore and explain human behavior.

Identify famous psychologists and describe their contributions to the discipline.

Explore different career options for people who earn degrees in psychology.

Week 2

Unit 2 CR 2, CR 11, CR 15, CR 16


Research Methods 6-8% Chapter 1

pp 20-45

Appendix A


• What are the various research methods? How are they the same? How are they different?

• What are the ethical guidelines when conducting research? What is ethical and what is unethical?

Objectives

Discuss the advantage of research over other ways of knowing. Discuss the advantages and disadvantages of case study research. Discuss the advantages and disadvantages of naturalistic observations. Discuss the advantages and disadvantages of survey research. Evaluate why correlational research does not yield causal conclusions. Identify the elements of an experiment. Apply elements of an experiment to different situations. Evaluate the importance of ethics in research. Evaluate the importance of statistics in research.

Week 3 and 4

Unit 3 CR 3 CR15 CR 16


Biological Bases for Behavior

8-10%

Chapter 1

Pp 16-17

Chapter 2

pp 48-87


• What is neural communication? How does neural communication work?

• What is the nervous system? How does the nervous system affect our bodies?

• What are the different parts of the brain? What are their corresponding functions?

• What is the endocrine system and its function? What are hormones?

• How do genes influence behavior?

• How does environment influence behavior?

• What is the nature vs. nurture argument?

Objectives

Explain the process of neural communication. Explain how neurotransmitters work. Delineate the different steps of the neural chain. Analyze the difference between the neural and hormonal systems. Identify the parts of the brain and the functions of each. Describe the different types of brain scans. Determine the role of genetics in influencing human behavior. Identify Roger Sperry and his “split- brain” research.

Week 5 and 6

Unit 4 CR 4 CR 15


Sensation and Perception

7-9% Chapter 3

pp 90-131


• What is the rough distinction between sensation and perception?

• How do the five senses receive and translate signals to the brain for processing?

• How does the brain process sensory signals accurately? Inaccurately?

Objectives

_

Determine the significance of signal detection theory in modern psychology. Identify the major components of the visual system and the function of each. Identify the major components of the auditory system and the function of each. Identify the four basic tastes. Discuss the differences among the senses of taste, smell, and flavor. Identify the views of the Gestalt psychologists related to perceptual phenomena.

Understand how depth perception influences behavior.

Week 7

Unit 5 CR 14


7-9% Chapter 14

pp 554-599

Social Psychology


• How do people explain, or attribute, the behaviors of others?

• How do attitudes develop? What are their effects on human behavior?

• What is the nature of groups? What impact does it have on individuals, as well as society as a whole?

• What roles does social influence play in pressure to conform and obedience to authority?

Objectives

Differentiate between situational and dispositional attribution. Identify the conditions in which people are more likely to conform and obey.

Determine how the presence of others influences actions. Evaluate why people are attracted to each other. Describe the conditions under which people are more likely to help

others. Differentiate among the terms prejudice, stereotype, and discrimination. Determine the biological and social contributors to aggressive behavior. Define culture and how it develops. Identfy Jane Elliot and the “blue eyed- brown eyed” experiment

Week 8

Unit 6 CR 6 CR 15 CR 16


Learning

7-9% Chapter 5

pp 174-217


• How do psychologists define learning?

• What are the principles, techniques, and applications of classical conditioning? Operant conditioning?

• What factors are involved in the learning process?

How do the principles of learning apply to human behavior?

Objectives

Describe the elements of classical conditioning. Apply classical conditioning to different situations. Describe the elements of operant conditioning. Differentiate among the various forms of reinforcement and

punishment. Apply elements of operant conditioning to different situations. [CR15] Describe observational learning. Describe how biology influences learning. Describe how cognition influences learning.

Week 9

Unit 7 CR 7 CR 15


Cognition and Memory

8-10% Chapter 6

Pp 218-259

Chapter 7

260-305


• How does the concept of information processing work? What subprocesses are involved?

• What are the different types of memory systems?

• What are the various theories that account for memory and forgetting?

How do they apply to techniques involved in increasing retention of learned material?

Objectives

Analyze how humans encode, store, and retrieve information in memory.

Identify Hermann Ebbinghaus Apply memory enhancement techniques to everyday life. Describe the characteristics of language and evaluate the importance of language. Define a concept, explaining why it is useful to problem solving. Differentiate between algorithms and heuristics. Analyze how fixation, confirmation bias, heuristics, overconfidence, framing, and belief perseverance influence the ability to solve problems.

Week 10



States of Consciousness

2-4% Chapter 4

Pp 132-173


• How do psychologists define consciousness?

• What happens during the sleep cycle? What role does sleep play in our daily lives?

• What is hypnosis? Is it a real psychological phenomenon?

• What are the effects of drug states and drugs?

Objectives

Define consciousness. Describe the different stages of sleep. Analyze the different theories of dreaming. Determine the common sleep disorders and their consequences. Differentiate between the different theories of hypnosis. Analyze why psychologists are suspicious of hypnotically enhanced

memories. Describe psychoactive drugs and their effects. Differentiate among the different types of psychoactive drugs and their effects. Analyze the consequences of addiction, tolerance, and withdrawal.

Week 11

Unit 9 CR 8


Motivation and

7-9% Chapter 8

pp 306- 343

Chapter 9

Emotion Pp 348-381


• In what ways are humans motivated to behave?

• How do social motives, particularly the need for achievement and the fear of success, affect one to behave in certain ways?

• What is Maslow’s hierarchy of needs?

• What role do emotions play in behavior?

Objectives

Discuss the similarities of instinct and drive theories. Discuss the difference between drive theory and homeostasis. Explain the reasons why intrinsic motivation is more beneficial than extrinsic motivation. Determine how psychologists measure achievement motivation. Identify ways we can motivate others to give their best efforts. Analyze how the body regulates weight so effectively. Differentiate between historical and modern cognitive theories of emotion.

Identify the physiological changes that occur when people experience

different emotions.

Determine the criteria for assessing gender differences in emotional expression.

Week 12 and 13

Unit 10 CR 9 CR 15


Developmental Psychology

7-9% Chapter 10

pp 384-433

Chapter 11

Pp 337-347


• How do people grow and develop physically, intellectually, and socially

throughout the lifespan?

• How do the different theories regarding physical shape compare and contrast?

Objectives

Describe the physical development of infants and children from conception to puberty. Analyze the cognitive development of infants and children. Evaluate the importance of social development in infants and children. Define adolescence and evaluate how adolescence has changed over the last century. Summarize the physical changes that occur during adolescence. Analyze how the reasoning ability of adolescents differs from that of children. Describe and analyze Kohlberg’s theory of moral reasoning. Describe how nature and nurture affect behavior. Describe how developmental psychologists research development over

the lifespan Analyze how sex roles influence individual and social behavior

throughout the life span.

Week 14

Unit 11 CR 10


Personality

6-8% Chapter 11

pp 434- 471


• How do psychologists define and study personality?

• What are the various perspectives on personality? How do the various personality perspectives compare to one another?

What role does personality play in human behavior?

Objectives

Explain how the different perspectives—psychodynamic, humanistic, trait, and social-cultural—approach the study of personality. Evaluate the advantages and drawbacks of each theory of personality. Determine how psychologists assess personality according to the

various perspectives

Week 15

Unit 12 CR 11 CR 12 CR 15 CR 16


Testing and Individual Differences

5-7%

Chapter 7

Pp 275-299

Appendix A


• How do psychologists define and study intelligence?

• How can a psychologist determine test reliability and validity?

• What are the theories of intelligence? How do they compare/contrast with one another?

Objectives

Compare and contrast Gardner’s and Sternberg’s theories of intelligence.

Evaluate Alfred Binet’s contribution to intelligence testing. Evaluate Lewis Terman’s role in the development of intelligence

testing.

Describe David Weschler’s contribution to intelligence testing. [CR15] Explain how group tests of intelligence differ from individual tests. Differentiate between an aptitude test and an achievement test. Explain the difference between reliability and validity. Analyze the reasons for the differences in test scores among people of different genders, races, and ethnic groups.

Week 16

Unit 13 CR 12 CR 13


Psychological Disorders and treatment

7-9% Chapter 12

pp 472-513

Chapter 13

Pp 516- 545


• How do psychologists study and define abnormal behavior?

• What are the various psychological disorders?

• What are the problems with classification?

Objectives

Identify the criteria psychologists use to diagnose psychological disorders.

Differentiate among the different perspectives psychologists take to understand psychological disorders.

Describe the characteristics of mood disorders. Describe the characteristics of anxiety disorders. Describe the characteristics of somatoform disorders. Describe the characteristics of dissociative disorders. Describe the characteristics of schizophrenia. Describe the characteristics of personality disorders. Describe the characteristics of brain-based disorders.

Week 17 and 18



Stress Health and Coping

5-7% Chapter 9

pp 344-382


How does stress influence health and behavior?

How can people reduce stress?

In what ways can stress be beneficial?

How do social factors affect the influence of stress on health and behavior?

Objectives

Define stress, identifying the emotional and physiological responses to stress.

Evaluate how outlook and feelings of control influence health. Evaluate how social support and positive emotional experiences

contribute to health and well-being.

Writing/Research Assignment Requirements

Practice FRQs – These Free Response Questions will allow you to practice with writing the FRQ as well as practice with the content before the unit test. I will lead students through the rubric and students will peer evaluate the FRQ and students will be able to correct their FRQs.

Analytical Critiques – Students will receive numerous articles and readings from books, newspapers, magazines, and journals. After each reading students are to complete an analytical critique which includes the following components – summary of the main points of the article, analysis of the science behind the article, a personal response to the article or newly learned information, and the article’s importance to the field of psychology

School wide required research topic:Students will write a 16 paragraph paper with 2 primary sources and at least 2 other reputable sources. The discourse will contain at least one graphic or chart.

Plagiarism InformationPlagiarism.org has excellent information about intended and unintended plagiarism. No form of plagiarism is acceptable. According to Plagiarism.org:

Types of PlagiarismMany people think of plagiarism as copying another’s work or borrowing someone else’s original ideas. But terms like “copying” and “borrowing” can disguise the seriousness of the offense:

Sources Not Cited1. “The Ghost Writer”

The writer turns in another’s work, word-for-word, as his or her own.

2. “The Photocopy”The writer copies significant portions of text straight from a single source, without alteration.

3. “The Potluck Paper”The writer tries to disguise plagiarism by copying from several different sources but tweaking the sentences to make them fit together while retaining most of the original phrasing.

4. “The Poor Disguise”Although the writer has retained the essential content of the source, he or she has altered the paper’s appearance slightly by changing key words and phrases.

5. “The Labor of Laziness”The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work.

6. “The Self-Stealer”The writher “borrows” generously from his or her previous work, which violates policies concerning the expectation of originality adopted by most academic institutions.

Sources Cited (But Still Plagiarized)1. “The Forgotten Footnote”The writer mentions an author’s name for a source but neglects to include specific information on the location of the material referenced. This often masks other forms of plagiarism by obscuring source locations.

2. “The Misinformer”The writer provides inaccurate information regarding the sources, which make it impossible to find them.

3. “The Too-Perfect Paraphrase”The writer properly cites a source but neglects to put in quotation marks text that has been copied word-for-word or close to it. Although attributing the basic ideas to the source, the writer is falsely claiming original presentation and interpretation of the information.

4. “The Resourceful Citer”The writer properly cites all sources by paraphrasing and using quotations appropriately. The catch? The paper contains almost no original work! It is sometimes difficult to spot this form of plagiarism because it looks like any other well-researched document.

5. “The Perfect Crime”Well, we all know it doesn’t exist. In this case, the writer properly quotes and cites sources in some places but goes on to paraphrase other arguments from those sources without citation. In this way, the writer tries to pass off the paraphrased material as his or how own analysis of the cited material.

“What is Plagiarism?” Plagiarism.org Accessed January 3, 2012http://www.plagiarism.org/learning_center/what_is_plagiarism.html

We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher.

Student Signature: ______________________________________ Date: ___________________

Parent/Guardian Signature: ______________________________ Date: ____________________

http://www.plagiarism.org/learning_center/what_is_plagiarism.html

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