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AP PSYCHOLOGY SYLLABUS Mr. Jason Stackhouse Academic Magnet High School COURSE DESIGN: The AP Psychology course is a broad introduction to contemporary psychology. It is a two-semester course taught on a ninety minute block schedule. The class meets every other day. To succeed, students must possess sound reading and writing skills. Students must also be prepared to devote substantial time to out of class study. Higher level thinking, such as analyzing, synthesizing, and evaluating are stressed in this course, along with factual content, answering essay questions, interpreting primary and secondary sources. The successful completion of this class satisfies Academic Magnet high school AP graduation credit. COURSE OBJECTIVES: Students Will: Develop an appreciation for historical and contemporary psychological thought in an unbiased manner. Be exposed to what psychologists have learned about human behavior and mental processes in a way that will capture their interest, and curiosity. Learn the methods and procedures psychologists use to describe, explain, predict, and change behaviors and mental processes. Learn about the range of human experience in a manner that will cause the student to develop a positive regard for human diversity. Identify and comprehend the controversies that exist within psychology. Increase their awareness of the application of psychological principles and procedures in other academic and professional fields. Realize that knowledge of psychology can lead to an increased understanding of yourself and others. Learn about contemporary problems that face humanity (e.g., substance abuse, AIDS, Alzheimer’s disease, eating disorders, homelessness, and prejudice), and how psychologists are attempting to solve these problems. COURSE GRADING: Grading for this class will run on a point system. The more important an assignment the higher the weight of the grade. A student’s grade will be determined by the total amount of points they earned during the semester. This total will be divided by the total amount of points possible at the end of the semester. Grading Scale: Class-work: writing exercises Homework: assignments Quizzes: Major Projects, papers: Tests: 5-10 pts. 10-30 pts. 10-25 pts. 50-100 pts. 40-100 pts. STUDENT RESPONSIBILITIES: Students are expected to keep up with the reading on a daily basis. A sure road to failure in this course happens when a student falls behind in the reading. Students are responsible for all material assigned whether covered in class or not. All out of class assignments must be completed on time. Un-excused late work will NOT be accepted, COURSE TEXT AND RESOURCES: Text: Psychology for AP by David G. Meyers; Second Edition (Worth Publishers) The released AP exams for the years 1999 through 2004 as well as other support materials are used throughout the year. Videos used during the year: The Mind Series Teaching Modules, 2nd edition The Brain Series Teaching Modules, 2nd edition Psychology: The Human Experience Discovering Psychology Series by Philip G. Zimbardo Quiet Rage: The Stanford Prison Exp. By Zimbardo ASSESSMENT PRACTICES: Traditional Assessments Unit Tests Tests are modeled on the AP Exam, with 50 multiple-choice questions and one essay to be completed in 58 minutes. Quizzes Quizzesare randomly scheduled at least once each unit and use the multiplechoice format. Midterm Exam Students take a midterm exam covering the first ten units. The exam is in the same format as the AP Exam (multiple-choice and short essays), but the number of multiple-choice questions is reduced proportionately to the time available in the exam period to maintain a similar time pressure. ALTERNATIVE ASSESSMENTS Summer Reading and Journal Students read one book from an approved list. As they read, they write reflective responses to passages of their choice in a double-entry journal. They write a critical review upon completion of the book. The journal and review are due on the first day of classes. Unit Journals Students continue writing in their double-entry journals approximately twice each week throughout the course. These journals facilitate deep processing of learning and differentiation of instruction by encouraging critical thinking and independent exploration. They also provide an additional forum for the teacher to give feedback to guide individual students. Entries must be linked to the unit that is being studied and contain the following elements: • student reflection on readings • class discussions and activities • personal experiences • recent news or television broadcasts, or • Internet research Projects: Naturalistic Observation Each student completes a I5-minute observation of a human participant in a naturalistic setting. The purpose is to familiarize students with this method, to improve their powers of observation, and to help them distinguish between subjective and objective records. Experimental Design Students are given a hypothetical research problem and told to write a proposal for a controlled experiment to solve it. The exercise serves to improve their understanding of research methodology. Behavior Modification [CRIB] Each student designs an application of operant conditioning principles to modify a human participant's behavior. After receiving IRB (institutional review board) approval, students attempt the modification over a three-week period. The project develops firsthand experience of Skinner's theory. Applications of Developmental Psychology Students work in small groups to research a recent topic related to the unit on development (e.g., the benefits of Head Start programs, effectiveness of sex or drug education programs, effects of divorce on children) and then present their findings to the class in an oral report of I5 to 20 minutes. The project provides an introduction to library and online research tools in psychology as well as APA documentation. Controlled Experiment Students research a topic of their choice, subject to IRB approval. The final project must incorporate a review of literature, discussion of method, presentation and evaluation of results, and a conclusion. Review of Literature Students research a topic of their choice. The final paper must develop an original thesis on a controversial topic. Poster Presentation (Final Exam) In lieu of a traditional final exam, students present the results of their second semester project to the class. Presentation is in poster form accompanied by a 30minute lecture (including a question-and-answer time). ADVANCED PLACEMENT PSYCHOLOGY PACING GUIDE Syllabus and pacing guide for complete instructional year on AMHS block schedule. School year includes 169 instructional days, giving us 85 class periods to complete the course and review for the advanced placement examination. UNIT I: UNIT II: Psychology’s History and Approaches Psychology’s History Psychology’s Big Issues/Approaches Career’s in Psychology Research Method: Thinking critically with Psychological Science UNIT III: The Need for Psychological Science Scientific Method and Description Correlation and Experimentation Statistical Reasoning in Everyday Life Frequently Asked Questions Biological Bases of Behavior UNIT IV: (3) classes (4) classes Quiz #1 Unit 1/ 2 Exam (9) classes Biological Psychology and Quiz #1 Neurotransmission Quiz #2 The Nervous/Endocrine Systems Unit III The Brain and Structures Cerebral Cortex Brain Hemisphere Organization Behavior Genetics Evolutionary Psychology Sensation and Perception Basic Principles Influence on Perception Exam (5) classes Unit IV Exam UNIT V: Vision Visual Organization and Interpretation Hearing The Other Senses States of Consciousness Understanding Consciousness and Hypnosis Sleep Patterns and Theories Sleep Deprivation, Sleep Disorders, and (3) classes Unit V Exam Dreams UNIT VI: UNIT VII: Psychoactive Drugs Learning Classical Conditioning Operant Conditioning Applications and Comparisons Biology, Cognition, and Learning Learning by Observation Cognition Studying and Building Memories Memory Storage and Retrieval Forgetting, Memory Construction and (3) classes Unit VI Exam (5) classes Unit VII Exam Improvement UNIT VIII: Thinking, Concepts, and Creativity Solving Problems/Making Decisions Thinking and Language Motivation, Emotion, and Stress Motivational Concepts Hunger Motivation Sexual Motivation Social Motivation Theories and Physiology of Emotion (5) classes Unit VIII Exam UNIT IX: Expressed Emotion Stress and Health Stress and Illness Developmental Psychology Developmental Issues, Prenatal (6) classes Development and the Newborn Infancy and Childhood: Physical Infancy and Childhood: Cognitive Infancy and Childhood: Social Gender Development Parents, Peers, and Early Experiences Adolescence: Physical and Cognitive Unit IX Exam Development Adolescence: Social Development and Emerging Adulthood UNIT X: UNIT XI: Sexual Development Adulthood: Physical, Cognitive, and Social Personality Freud’s Psychoanalytic Perspective Psychodynamic Theories Humanistic Theories Trait Theories Social-Cognitive Theories Testing and Individual Differences Introduction to Intelligence Assessing Intelligence The Dynamics of Intelligence Studying Genetic and Environmental Influences on Intelligence Group Differences and the Question of Bias (3) classes Unit X Exam (3) classes Unit XI Exam UNIT XII: Abnormal Behavior Introduction to Psychological Disorders Anxiety Disorders, Obsessive-Compulsive (4) classes Unit XII Exam Disorder, and Posttraumatic Stress Disorder UNIT XIII: Mood Disorders Schizophrenia Other Disorders Treatment of Abnormal Behavior (3) classes Introduction to Therapy, and Psychodynamic and Humanistic Therapies Behavior, Cognitive, and Group Therapies Evaluating Psychodynamic and Prevention Unit XIII Exam Strategies UNIT XIV: The Biomedical Therapies Social Psychology Attribution, Attitudes, and Actions Conformity and Obedience Group Behavior Prejudice and Discrimination Aggression Attraction Altruism, Conflict, and Peacemaking REVIEW FOR ADVANCED PLACEMENT EXAMINATION (3) classes Unit XIV Exam Ten (10) classes AP Exam Final Exam