Download AP® Psychology Syllabus

Advanced Placement Psychology
Course Purpose:
The AP Psychology course is designed to introduce students to the systematic and scientific study of the
behavior and mental processes of human beings and other animals. Students are exposed to the
psychological facts, principles, and phenomena associated with the major sub fields within psychology.
They also learn about the methods psychologist use in their science and practice.
Course Material:
Myers, David Psychology for AP, New York: Worth 2010
Myers, David G. Psychology 6th ed. Myers in Modules, New York: Worth, 2001
Psychsim 5.0
Rathus, Spencer Psychology
Course Objectives:
1.
Students will prepare to do acceptable work on the AP Psychology Exam.
2.
Students will study the major core concepts and theories of psychology. They will be able to
define key terms and use these terms in their everyday vocabulary.
3.
Students will learn the basic skills of psychological research. They will be able to devise simple
research projects, interpret and generalize from results, and evaluate the validity of research reports.
4. Students will be able to apply psychological concepts to their own lives. They will be able to
recognize psychological principles when they encounter them in everyday situations.
5. Students will develop critical thinking skills. They will become aware of the danger of blindly
accepting or rejecting any psychological theory without careful, objective evaluation.
6.
Students will build their reading, writing, and discussion skills.
7. Students will learn about psychology as a profession and become aware of the educational
requirements that must be met to pursue such careers. They will learn about the ethical standards
governing the work of psychologist.
Tips for Students in Psychology
Take complete test notes and date them each day (don’t write anything down that you don’t understand,
without asking about it).
Learn to read more effectively


Read actively; don’t just look at the words.
Preview a chapter before you begin, and review the material frequently.




Do not try to read an entire chapter at once. Limit your reading to one section in the chapter.
Do not ignore pictures, diagrams, tables, and sidebars in your textbook.
Take notes as you read
Define key words in each chapter and study them.
Homework Expectations (see Respect and Responsibility)
Ample notice will be given for any assignment, quiz, or exam. The amount of
work depends on the unit being covered in class. There are assigned pages
to read in the textbook every night.
Vocabulary terms are also given for each unit. Quizzes are administered
online. Exams will be given at the end of each unit and will consist of multiple-choice questions and
free-response questions (simulating the AP Exam).
Other assignments given to students are class presentations, group projects,
and papers. These assignments vary with the unit being covered.
Course Outline
Thinking Critically with Psychological Science Modules 1 + 2
CR1—Evidence of
A. Logic, Philosophy, and History of Science
Curricular
Requirement: The
B. Approaches/Perspectives [CR1]
course provides
C. Experimental, Correlation, and Clinical Research
instruction in history
and approaches.
D. Statistics [CR2]
E. Research Methods and Ethics [CR16]
Objectives
CR2—The course
• Define psychology and trace its historical development.
provides instruction
in research methods.
• Compare and contrast the psychological perspectives.
• Identify basic and applied research subfields of psychology.
CR16—The
• Identify basic elements of an experiment (variables, groups, sampling,
course
provides
population, etc.).
instruction
• Compare and contrast research methods (case, survey, naturalistic
in ethics and
research methods
observation).
used in
• Explain correlational studies.
psychological
science and
• Describe the three measures of central tendency and measures of
practice.
variation.
• Discuss the ethics of animal and human research.
Project/Web Sites: What Happened on Your Birthday?
Exercises: Psychologist as Scientist; Psychology as Science (PAS) Scale
Exercises: Self-Assessment on Psychology’s Big Issues; Incremental versus Entity Theorists
Exercises: The Limits of Human Intuition; The Hindsight Bias and Predicting Research Outcomes
Exercise: Astrology and the Scientific Method
PsychSim: Descriptive Statistics
Exercises: The Overconfidence Phenomenon; The Confirmation Bias
Exercises: Correlation and Predicting Exam Performance; Correlating Test-Taking Time and
Evaluation
Performance
and
PsychSim Statistics: Correlation
Remediation
Quizzes 1-4 Myers in Modules
FRQ Dr Franklin 2004 # 1, FRQ Statistics 2005 #1
Neuroscience and Behavior , Nature and Nurture of Behavior
Modules 3 + 4
Modules 5 + 6
A .Physiological Techniques (e.g., imagining, surgical)
B. Neuroanatomy
C. Functional Organization of Nervous System (cr 3)
D. Neural Transmission
E. Endocrine System
F. Genetics
Objectives
• Describe the structure of a neuron and explain neural impulses.
• Describe neuron communication and discuss the impact of
neurotransmitters.
• Classify and explain major divisions of the nervous system.
• Describe the functions of the brain structures (thalamus, cerebellum,
limbic system, etc.).
• Identify the four lobes of the cerebral cortex and their functions.
• Discuss the association areas.
• Explain the split-brain studies.
• Describe the nature of the endocrine system and its interaction with
the nervous system.
CR3 The Course
provides
instruction in
biological bases of
behavior.
Exercise: Using Dominoes to Illustrate the Action Potential
Exercises: Neural Transmission; Web Site: Neural Transmission
Quizzes Myers in Modules #3-6
PsychSim 4.0 Neurotransmitters
FRQ: Hunger 1999 #1
Test Modules 1-6
Princeton Review test 1
Evaluation and
remediation
The Developing Person [CR9]
Modules 7 - 10
A. Life-Span Approach
CR9—The course
provides instruction
B. Research Methods
in developmental
C. Heredity–Environment Issues
psychology.
D. Developmental Theories
E. Dimensions of Development
F. Sex Roles, Sex Differences
Objectives
• Discuss the course of prenatal development.
• Illustrate development changes in physical, social, and cognitive
areas.
• Discuss the effect of body contact, familiarity, and responsive
parenting on attachments. CR15—
CR 15The course
provides instruction in
• Describe the benefits of a secure attachment and the impact of
empirically supported
parental neglect and separation as well as day care on childhood
psychological facts,
research findings,
development.
terminology,
• Describe the theories of Piaget, Erikson, and Kohlberg.
associated
phenomena, major
• Describe the early development of a self-concept.
figures, perspectives,
• Distinguish between longitudinal and cross-sectional studies. [CR15]
and psychological
experiments.
Exercise: Identifying Developmental Landmarks
Exercise: Kohlberg’s Theory of Moral Development
Lecture: Prenatal Sensory Development
Exercises: Objective Measures of Ego Identity Status; Who Am I?;
Exercises: Musk Lifesavers, Lollipops and Gloquex; Demonstrating Preoperational Thought; The Water-Level
Task
Lecture: Friendship in Marriage
Exercises: The Medical Directive; Thinking About Death
Projects: Egocentrism; Conservation, Seriation, and Class Inclusion
Quizzes 7-10
FRQ: Firehouse story 2002 #2
Psychsim 4.0 Cognitive Dev.
Research: James Marcia and adolescence identity
States of Consciousness
Modules 17
A. Sleep and Dreaming
B. Hypnosis
CR5—The course
provides instruction
C. Psychoactive Drug Effects
in
Objectives
states of
consciousness.
• Describe the cyclical nature and possible functions of sleep.
• Identify the major sleep disorders.
CR15—The course
• Discuss the content and possible functions of dreams.
provides instruction in
• Discuss hypnosis, noting the behavior of hypnotized people and
empirically supported
psychological facts,
claims regarding its uses.
research findings,
• Discuss the nature of drug dependence.
terminology, associated
phenomena, major
• Chart names and effects of depressants, stimulants, and
figures, perspectives,
and psychological
experiments.
hallucinogenic drugs.
• Compare differences between NREM and REM.
• Describe the physiological and psychological effects of depressants,
stimulants, and hallucinogens. [CR15]
Lecture: Automatic Processing
Exercise: The Sleep IQ Test
Project: Visiting SleepNet
Experiment: Hypnosis and Variables in Advertising.
Sensation and Perception [CR4]
Modules 11 –14
Modules 15 + 16
A. Thresholds
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
Objectives
• Contrast the processes of sensation and perception. (cr 4)
Research/
Experimentation
CR4—The course
provides instruction
in
sensation and
perception.
• Distinguish between absolute and difference thresholds.
• Label a diagram of the parts of the eye and ear.
• Describe the operation of the sensory systems (five senses).
• Explain the Young-Helmholtz and opponent-process theories of color
vision.
• Explain the place and frequency theories of pitch perception.
CR15—The course
• Discuss Gestalt psychology’s contribution to our understanding of
provides instruction
in empirically
perception.
supported
• Discuss research on depth perception and cues. [CR15]
psychological facts,
research findings,
Exercise: Backmasking—A Tape for the Classroom
terminology,
associated
Lecture: Subliminal Persuasion
phenomena, major
Project: Exploring Sensation and Perception on the World Wide Web
figures, perspectives,
and psychological
Project: Sensory Adaptation and the Taste of Water
experiments.
Exercise: Subjective Colors
Discovering Psychology: Sensation and Perception; Sensation and Perception; Human
Exercise: Locating Sounds
Exercises: The Wundt-Jastrow Illusion; The Oscillating Window Illusion; Perceptual Illusions and
Principles; A Kinetic Depth
PsychQuest: How Do Athletes Use Perceptual Cues?
Exercises: Discovering Personal Bias; Perceptual Set; Social Transmission of a Narrative
v
CR6—The course
Quizzes 15-19
provides instruction
in learning.
Psychsim 4.0 Perception, Auditory System
FRQ: Set 2001 #2
Test modules 1-19
Learning [CR6]
Assessment and
Modules 20 - 22
remediation
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes in Learning
D. Biological Factors
E. Social Learning (Observational Learning)
Objectives
• Describe the process of classical conditioning (Pavlov’s experiments). (cr 15)
• Explain the processes of acquisition, extinction, spontaneous
CR15—The course
provides instruction
recovery, generalization, and discrimination.
in empirically
• Describe the process of operant conditioning, including the procedure
supported
psychological facts,
of shaping, as demonstrated by Skinner’s experiments.
research findings,
• Identify the different types of reinforcers and describe the schedules
terminology,
associated
of reinforcement.
phenomena, major
• Discuss the importance of cognitive processes and biological
figures,
perspectives,
predispositions in conditioning.
and psychological
• Discuss the effects of punishment on behavior.
experiments.
• Describe the process of observational learning (Bandura’s
experiments).
Videos: A Question of Learning; Discovering Psychology: Learning; Learning; Classical and Operant
Conditioning
Exercises: Classical Conditioning; Classical Conditioning
Lecture: Cognitive Processes in Learning
Exercise: Operant Conditioning. “Baby Albert” and Generalization
Assessment and
Exercise: Insight Learning “X and Y”.
remediation
Project : “Train my Dog”.
Psych Sim: Classical Conditioning, Operant Conditioning, Maze Learning
The course
teaches
FRQ: Eating, Biological and Learning.
ethics and
Quizzes 1-22
research
Princeton Practice Test
Assessment/
methods used
project
Learning example and demonstration
in
psychological
science and
Memory
practice.
Modules 23 - 27
A. Memory
Objectives
• Describe memory in terms of information processing, and distinguish
among sensory memory, short-term memory, and long-term memory.
• Distinguish between automatic and effortful processing.
• Explain the encoding process (including imagery, organization, etc.).
• Describe the capacity and duration of long-term memory.
• Distinguish between implicit and explicit memory.
• Describe the importance of retrieval cues.
• Discuss the effects of interference and motivated forgetting on
retrieval.
• Describe the evidence for the constructive nature of memory. (cr 7)
CR 7
The course
Exercise: Serial Position Effect in Recalling U.S. Presidents
provides
Exercises: Visually Versus Auditorily Encoded Information; The Self-Reference Effect
instruction in
Exercises: Meaning and Memory; Semantic Encoding of Pictures; Chunking
cognition.
Project: Memory Experiments and Demonstrations on the Web
PsychSim: Iconic Memory
Exercises: Expertise and Retrieval Rate; Déjà Vu in the Classroom; The Polyanna Principle
Exercises: The Tip-of-the-Tongue Phenomenon and Capital Cities; Repression or Inadequate Retrieval Cues?
Projects: A Forgetting Journal; Earliest Recollections
PsychSim: Forgetting
Assessment and
Quizzes 23 – 27
remediation
FRQ: Experimental design and Memory
Thinking and Language
Modules 28 -29
A. Language
B. Thinking
C. Problem Solving and Creativity [CR7]
Objectives
• Describe the nature of concepts and the role of prototypes in concept
formation.
• Discuss how we use trial and error, algorithms, heuristics, and insight
to solve problems.
• Explain how the representativeness and availability heuristics
influence our judgments.
• Describe the structure of language (phonemes, morphemes,
grammar).
• Identify language developmental stages (babbling, one word, etc.).
• Explain how the nature-nurture debate is illustrated in the theories of
language development.
• Discuss Whorf’s linguistic relativity hypothesis.
• Describe the research on animal cognition and communication.
Exercises: The Limits of Human Intuition; Cognitive Complexity
Project: Prototypes and Concept Formation
Video: Discovering Psychology:Cognitive Processes
Exercise: Confirmation Bias
Lecture: The Confirmation Bias and Social Judgments
Exercises: Demonstrating Mental Set; Functional Fixedness
CR7—The
course provides
instruction in
cognition.
Exercises: The Representativeness Heuristic; The Base-Rate Fallacy; The Availability Heuristic
PsychSim:Rational Thinking
Videos: Discovering Psychology: Judgment and Decision Making; Are We Scaring Ourselves to Death?
Exercises: Doublespeak; Mental Imagery; Creating a Mental Model
Assessment and
Projects: Cognitive Maps; Shepard’s Mental Rotation Experiment
remediation
Quizzes 28 – 29
FRQ Set, Jesse and Fire station story2002 #1
Motivation and Emotion [CR8]
Modules 33-38
CR8—The course
A. Biological Bases
provides
B. Theories of Motivation
instruction in
motivation and
C. Hunger, Thirst, Sex, and Pain
emotion.
D. Social Motives
E. Theories of Emotion
F. Stress
Objectives
• Define motivation and identify motivational theories.
• Describe the physiological determinants of hunger.
• Discuss psychological and cultural influences on hunger.
• Define achievement motivation, including intrinsic and extrinsic
motivation.
• Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer).
• Describe the physiological changes that occur during emotionalarousal.
CR11—The
course provides
instruction in
testing and
individual
• Discuss the catharsis hypothesis.
• Describe the biological response to stress.
Project: Drive-Reduction Theory
Lecture:Maslow’s Hierarchy
Exercise: A Short Measure of Self-Actualization
PsychSim: Hunger and the Fat Rat
PsychQuest: How Do We Control How Much We Eat?
Exercises: Measuring Achievement Motivation;The Needs Assessment Questionnaire; Birth Order,
Achievement, and Personality; Desire for Control
Exercises: The Work Preference Inventory; Intrinsic Motivation and Achievement; The Purpose-in-Life Test
Exercises: Theory X and Y Orientation Scale; Assessing Leadership Style
Project: Describing Good Leaders
Lecture: Would You Like Never to Be Sad Again, Etc.?
Videos: Discovering Psychology:Motivation and Emotion; Emotion
Exercise: Facial Feedback and the James-Lange Theory of Emotion
Lectures: Cognitive Appraisals and Emotion; Public and Private Self-Consciousness
Exercise: The Mood Awareness Scale
Lecture: Cultural Differences in Emotional Expression
Exercises: Emotional Expressivity Scale; Nonverbal Communication; Detecting Deception; Facial Expressions;
The Affective Communication Test
PsychSim: Culture and Gestures; Expressing Emotion
Quizzes 33-38
FRQ: No Grades 2002 #2
Testing and Individual Differences [CR11]
Modules 30-32
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
F. Heredity/Environment and Intelligence
G. Human Diversity
Objectives
• Trace the origins of intelligence testing.
• Describe the nature of intelligence.
• Identify the factors associated with creativity.
• Distinguish between aptitude and achievement tests.
• Describe test standardization.
• Distinguish between the reliability and validity of intelligence tests.
• Describe the two extremes of the normal distribution of intelligence.
CR 11
The course
• Discuss evidence for both genetic and environmental influences on
provides
intelligence.
instruction in
• Discuss whether intelligence tests are culturally biased.
testing and
individual
Lectures: Gardner’s Theory of Multiple Intelligences, Emotional Intelligence;
differences.
Exercises: The Factor Analysis Approach; Questionnaire for Business Management; Ego-Resiliency
Project: Emotional Intelligence
Exercises: Designing and Administering an Intelligence Test; Analogies and Intelligence
Exercise: Remote Associates Test
Exercise: Culture-Biased and Culture-Fair Tests
Assessment and
Quizzes 30-32
remediation
FRQ: Intelligence
Test mods 1-32 AP format
Personality [CR10, CR 15]
Module 39-42
A. Personality Theories and Approaches
B. Assessment Techniques
C. Self-concept/Self-esteem
D. Growth and Adjustment
Objectives
• Describe personality structure in terms of the interactions of the id,
ego, and superego.
CR10—Evidence
of Curricular
• Explain how defense mechanisms protect the individual from anxiety.
Requirement: The
• Describe the contributions of the neo-Freudians.
course provides
instruction in
• Explain how personality inventories are used to assess traits.
personality.
• Describe the humanistic perspective on personality in terms of
Maslow’s focus on self-actualization and Rogers’ emphasis on
people’s potential for growth.
CR15—The course
• Describe the impact of individualism and collectivism on self-identity.
provides instruction
in empirically
• Describe the social-cognitive perspective on personality.
supported
• Discuss the consequences of personal control, learned helplessness,
psychological facts,
research findings,
and optimism.
terminology,
Lecture:Issues in Personality Theory
associated
phenomena, major
Exercises: Defense Mechanisms; Defense Mechanism Miniskits
figures, perspectives,
and psychological
Project: The Keirsey Temperament Web Site
experiments.
Lectures: The NEO Personality Inventory; Personality Traits in the Workplace
Exercises: The “Big Five” Inventory; Empirically Derived Tests and the Importance of Cross-Validation;
Assessing Social Desirability;
Exercises: Rosenberg Self-Esteem Scale; Self-Concept Clarity; Biased Self-Ratings
Exercises: Schindler’s List and Personal Control; The Life Orientation Test and Optimism; George Kelly’s
Personal Construct Theory
Quizzes 39-42
FRQ:
Abnormal Psychology [CR12]
Modules 43-47
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Anxiety Disorders
E. Somatoform Disorders
F. Mood Disorders
G. Schizophrenic Disorders
H. Organic Disorders
I. Personality Disorders
J. Dissociative Disorders
Objectives
• Identify the criteria for judging whether behavior is psychologically
disordered.
• Describe the medical model of psychological disorders.
• Describe the aims of DSM-IV, and discuss the potential dangers of
diagnostic labels.
CR12—Evidence
of Curricular
Requirement: The
course provides
instruction in
abnormal
psychology.
• Describe the symptoms of generalized anxiety disorder, phobias,
obsessive-compulsive disorder, and posttraumatic stress disorder.
• Describe and explain the development of somatoform and mood
disorders.
• Describe the various symptoms and types of schizophrenia.
• Describe the nature of organic and personality disorders.
• Describe the characteristics and possible causes of dissociative
disorders.
Project: Exploring Psychological Disorders on the Web
Videos: Discovering Psychology: Psychopathology
Exercise: Defining Psychological Disorder
PsychSim: Mystery Client
Exercise: The Effects of Labeling
Exercises: Taylor Manifest Anxiety Scale; Fear Survey; Social Phobia; Obsessive-Compulsive Disorder
Exercise: Questionnaire of Experiences of Dissociation
Exercise: Antisocial Personality Disorder
Exercises: The Zung Self-Rating Depression Scale; The Automatic Thoughts Questionnaire
Lectures: The Sadder-But-Wiser Effect; Cognitive Errors in Depression
Exercises: The Referential Thinking Scale; Magical Ideation Scale;
Quizzes 43-47
Assessment and
FRQ: Disorders and therapies
Remediation
AP Released Exam
Treatment of Psychological Disorders [CR13]
CR13—Evidence
Modules 48-50
of
Curricular
A. Treatment Approaches
Requirement: The
B. Modes of Therapy (e.g., individual, group)
course provides
instruction in
C. Community and Preventive Approaches
treatment of
Objectives
psychological
disorders.
• Discuss the aims and methods of psychoanalysis.
• Identify the basic characteristics of the humanistic therapies.
• Identify the basic assumptions of behavior therapy.
• Describe the assumptions and goals of the cognitive therapies.
• Discuss the benefits of group therapy and family therapy.
• Discuss the findings regarding the effectiveness of the
psychotherapies.
• Discuss the role of values and cultural differences in the therapeutic
process.
• Identify the common forms of drug therapy and the use of
electroconvulsive therapy.
Lecture: Good Candidates for Psychoanalysis
Exercises: Role-Playing to Demonstrate Person-Centered Therapy; The Self-Concealment Scale
PsychSim: Computer Therapist
Project: Practicing Systematic Desensitization
Exercises: Modeling; Assessing Assertiveness
Lectures: Strategies to Correct One’s Thinking; Overcoming the Fear of Public Speaking
Lectures: Fluoxetine (Prozac); Cosmetic Psychopharmacology; A Pill for Stage Fright (Anxiety)
Quizzes 48-50
Assessment and
remediation
FRQ: Therapies and Perspectives
AP released exam
Social Psychology [CR14]
Modules 53-55
CR14—Evidence
of
A. Group Dynamics
Curricular
B. Attribution Process
Requirement: The
course provides
C. Interpersonal Perception
instruction in social
D. Conformity, Compliance, Obedience
psychology.
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
Objectives
• Describe the importance of attribution in social behavior.
• Explain the effect of role-playing on attitudes in terms of cognitive
CR15—The course
provides instruction
dissonance theory.
in empirically
• Discuss the results of Asch’s experiment on conformity.
supported
psychological facts,
• Describe Milgram’s controversial experiments on obedience.
research findings,
• Discuss how group interaction can facilitate group polarization and
terminology,
associated
groupthink.
phenomena, major
• Describe the social, emotional, and cognitive factors that contribute
figures, perspectives,
and psychological
to the persistence of cultural, ethnic, and gender prejudice and
experiments.
discrimination.
• Discuss the issues related to aggression and attraction.
The course
• Explain altruistic behavior in terms of social exchange theory and
teaches ethics
social norms.
and research
Exercises: The Fundamental Attribution Error; Students’ Perceptions of You
methods used in
psychological
Film/Videos: Discovering Psychology: The Power of the Situation; Discovering Psychology: Constructing
science and
Social Reality
practice.
Exercise: Introducing Cognitive Dissonance Theory
Project: The Zimbardo Prison Experiment
Exercises: Would You Obey?; Wolves or Sheep?
Exercise: Group Polarization
Exercises: Measuring Stereotypes; Positions of Privilege and Institutional Racism; Institutional Discrimination;
Ingroup Bias; Belief in a Just World
PsychQuest: How Do We Form Social Stereotypes?
Assessment and
Film/Video: True Colors; Eye of the Storm/A Class Divided
remediation
Exercises: Social Traps; The Missiles Game
PsychSim: Social Decision Making
Quizzes 53-55
RESPONSIBILITY
Attendance
Attendance in this class is essential! If a student must miss a class, it is the student’s responsibility to locate
assignment information on Mr Guziewski’s web page at http://cguziewski.bhs.basd.k12.wi.us/index.html, in
addition to inquiring with about the missed class period once returns.
“Previously scheduled tests, quizzes, projects, or homework missed due to absence should be made up on the
day the student returns from absence”
“If a student is not in school on the day of an assigned test, she is responsible for the test. Late arrival or
early dismissal DOES NOT excuse her from the test. If a student is ill enough to be picked up by a parent and
taken home, the test may be re-scheduled”
Tardiness
When students are tardy to class, they are expected to sign into class and quietly take their seat. Students are
strongly encouraged to enter class on time as not to interrupt the learning process of their peers.
Preparedness
Part of being a good student involves coming to class prepared to learn. Students are expected to bring
pens/pencils, paper, class binder, and textbooks each day to class. If a student comes to class ill-prepared,
successful learning is compromised; subsequently, discipline points will be given if a student is not sufficiently
prepared for class.
Late Work
Students are expected to turn in assignments on the designated due date. If for any reason a student turns in an
assignment late, it will be discounted 10% per day from the original due date.
Writing Assignments
Since the study of history requires analysis and interpretation of data and facts, a considerable amount of
writing will be the norm. When a student completes a writing assignment, it must be done so using past tense
and third person, unless otherwise instructed. Furthermore, proper spelling and grammar usage is the
expectation.
Plagiarism
“Plagiarism refers to a form of cheating that has been defined as ‘the false assumption of authorship; the
wrongful act of taking the product of another person’s mind, and presenting it as one’s own.’ To use another
person’s ideas or expressions in your writing without acknowledging the source is to plagiarize. Plagiarism,
then, constitutes intellectual theft” (MLA Handbook for Writers of Research Papers, Fifth Edition 30). If a
student has any question regarding the explanation of plagiarism, she is expected to ask the instructor for further
clarification. Any act of plagiarism in this course will result in an automatic zero on the assignment in question,
as well as further potential academic action as determined by the instructor and the Leadership Team.
Notebooks
Students are strongly encouraged to keep course material in a 3-ring binder. The notebook should consist of
lecture notes, class assignments, homework, assessments, and class handouts. This is a record of the student’s
work in United States History; everything done in class should go in the notebook as a backup to the
instructor’s grade book.
RESPECT
Class Expectations
You are expected to abide by the “rules” set forth in the B.H.S. Student Handbook. The instructor will treat you
with respect and expects the same in return.
Instructor Availability
Mr. Dow is available by appointment before and after school, in addition to Block 4 (periods 7+8). Students are
strongly encouraged to come in for extra help during these times if they are having difficulty in class or need
clarification on assignments.
Web Site Information
Students may access Mr. Dow’s web page at
http://www.basd.k12.wi.us/faculty/jdow/?from_faculty_listing=1&l=&u=
where they can locate assignment information, course syllabus, course grades, and Mr. Dow’s email contact
information. If a student misses a class period, she is expected to locate the assignment information on the web
page.