Download AP – Psychology Syllabus - Milwaukee Public Schools

2013-2014 SCHOOL SYLLABUS
TEACHER INFORMATION:
Teacher Name: Mr. Sommers
Room Number: Homeroom 350/AP Psychology 150
School Email: [email protected]
COURSE INFORMATION
AP Psychology
Course Description:
Advanced Placement Psychology is the equivalent to a college introductory psychology course, thus
students will be asked to show much personal responsibility throughout the year due to the rigor and
demands met in class. The course places a heavy emphasis on readings, writing assignments,
independent projects, and frequent tests intended to prepare students for the AP Exam. Acting
collegiately requires students to “take charge” of their education; seek and find knowledge on your own.
My job is to facilitate your drive and accomplishments by structuring learning situations and selecting
learning tools that will help you attain your goals: a successful score on the AP Psychology Exam,
improvement in studying habits, growth and depth of knowledge in psychology, or pure enjoyment of
course, etc.
Course Objectives:
1.
Students will prepare to do acceptable work on the AP Psychology Examination
2.
Students will study the major core concepts and theories of Psychology. They will be able to
define key terms and use them in their everyday vocabulary
3.
Students will learn the basic skills of psychological research and be able to apply psychological
concepts to their own lives
4.
Students will develop critical thinking skills
Critical Thinking Skills (CTS)
CTS is an active and systematic strategy to examine, evaluate, and understand events, solve problems,
and make decisions on the basis of sound reasoning and valid evidence. More specifically, CTS
involves: maintaining an attitude that is both open minded and skeptical; recognizing facts and theories;
striving for accuracy and consistency; becoming objective and synthesizing information; forming
2013-2014 SCHOOL SYLLABUS
reasonable inferences and conclusions; and identifying and questioning underlying assumptions and
beliefs. CHALLENGE THE TEXT, EXAMS, QUIZZES, CLASSMATES (respectively), READINGS,
TEACHER, but most importantly CHALLENGE YOURSELF!
National Standards:
http://www.apa.org/education/k12/national-standards.aspx?item=5
EXPECTATIONS
Classroom Expectations:
It is expected that you are in this course because you have an interest in Psychology, have a desire to
work at a college-pace, and have an ultimate goal of passing the AP Exam. Any disruptions or behavioral
issue that you create will be a distraction to the learning environment, and to the progress of your fellow
students. Our time together will be spent on content- not behavioral distractions. The following
classroom guidelines have been created to ensure an optimal learning environment for everyone
involved:
•
Respectful Speaking and Listening: make an attempt to differentiate between relevant comments
that are suitable for the class, those which would be better served in a one-on-one conversation, and
those which would be better left unsaid. Please raise your hand if you have a verbal contribution to make
in class. When called upon, speak with a voice appropriately for the classroom. Respect your classmates
as students of the subject. Listen to your classmates, consider their opinions (CTS), and treat them as
you would like to be treated.
•
Preparation, Focus, & Attention: Be prepared for class each day by being on time with learning
tools on your desk. The following items will be needed every day: textbooks, notebook/binder, pen or
pencil. Your focus and attention should always be directed at the instructor and material at all times.
Leave any unwarranted or limiting thoughts or behaviors at the door.
•
Distractions: The consumption of food or beverages is strictly prohibited in the classroom. The
obvious possession and or use of cell phones, IPods, or electronics are prohibited.
•
Attendance & Classroom Efficiency: If you must be tardy please make an entrance that will not
disrupt the learning of others. Every minute of class will be utilized for learning. Class begins at the bell
and finishes with the dismissal of the instructor. Make sure you are in your seat when the bell rings.
Please do not pack, click, or zip in anticipation of the final bell. Use passing time to attend to your
bathroom and hydration needs.
Workload Expectations:
2013-2014 SCHOOL SYLLABUS
The AP Psychology curriculum is constructed to mirror that of a three credit general psychology course at
the college level. One college credit is defined as equivalent to an average of three hours of learning
effort per week necessary for an average student to achieve an average grade (C ) in the course. Thus,
a student taking a three credit course that meets for three hours a week should expect to spend an
additional six hours a week on coursework outside the classroom. The amount of time necessary outside
of class varies greatly, and is dependent on both the individual and the letter grade sought. INDIVIDUAL
TIME IS OF THE UPMOST IMPORTANCE
Tardy Policy Objective:
Students will arrive on time for class, focused and prepared to learn. The classroom is the most important
place for students to be. Learning begins with the bell and the first 5 minutes of class sets the tone for
the period and has an impact on a student’s grade.
Tardy Policy Procedures:
1. Students who arrive to class late will be admitted to class and marked late by the classroom
teacher.
2. Students who are more than 5 minutes late for class will be considered truant from class and sent
to an administrator for discipline.
3. On the last day of each week, administration will identify students who have been late to class 3
or more times within the week. Those students will receive a parent letter informing of them of
the tardies. Discipline will proceed as follows:
a. First Offense = Warning and Communication to Parent
b. Second Offense = Detention, Tardy List, and Communication to Parent
c.
Third Offense = Detention, Tardy List and Communication with Parent
d. Fourth Offense = In House Suspension, Tardy List, Communication with Parent and Loss of
Privileges
e. Fifth Offense TBD by Administration
4. Students who are listed on the tardy list will not be allowed hall passes for the following week of
school. BE RESPONSIBLE!
MATERIALS FOR COURSE/RESOURCES
Textbook
Psychology Themes and Variations *AP Edition, written by Wayne Weiten
In addition to this textbook, we will use supplemental readings from:
Forty Studies That Changed Psychology (7th Edition), written by Roger Hock
2013-2014 SCHOOL SYLLABUS
Materials
AP Psychology Notebook
2 inch binder for AP only (with loose-leaf paper)
Divider tabs for each unit of study
Notecards 3 * 5
If possible: A psychology dictionary, recommended: Penguin Dictionary of Psychology, APA
College Dictionary of Psychology, or the Oxford Dictionary of Psychology
COURSE EVALUATION/ASSESSMENT
Evaluation and Grading
Students in this course will receive a final grade for semester #1 and semester #2. Each of those
semester grades will be calculated by using marking period grades and well as final exam scores.
Unit Exams
Reading Quizzes
Written Assignments/Activities (daily work)
Final Exam
Unit Exams
in a three-part sequence, vocabulary-20 terms/definitions, multiple choice questions 40-50 questions,
1 free response question that is intended to evaluate the students ability to make connections among
constructs from different psychological domains.
Reading Quizzes
It is essential that students read the assigned material before the due date. Open note quizzes will
be given on a variable schedule. Thus, students will be reinforced for reading on time, taking notes,
and approaching every class with a “reasonable state of readiness”. Students may use any handwritten notes. Computer generated notes will not apply.
Assignments (Daily Work)
The amount of work daily will be scored at that given time. Students will be held accountable to class
activities, assignments, entry or exit slips. Notes and vocabulary flashcards will also help make up
this percentage of your grade.
Final Exam
Final exams will be comprehensive and will be given at the completion of each semester. In an effort
to prepare students for the AP Exam in early May an emphasis will be placed on continued studies
and rehearsal of previously learned information. Each final exam will include vocabulary, multiplechoice, and free-response questions.
2013-2014 SCHOOL SYLLABUS
****Any Plagiarizing or what can be construed as Academic Misconduct will result in automatic 0!****
STANDARDS BASED GRADING
This year all report cards will be based on the Common Core State Standards. Each student is
expected to master the standards taught in their course. Report cards will be provided quarterly
(every 9 weeks) which means there will be (4) interim report cards given throughout the school
year.
The Academic and Effort Scale that will be used to assess student mastery will be as follows:
AD
Advanced
Exceeding grade level
Opportunities for work that
expectations
exceeds grade level
expectations must be given.
PR
Proficient
Meeting grade level expectations
PR is the goal for all students in
all areas by the end of the
school year.
BA
Basic
Just below grade level
Student is within a year of
expectations
grade level expectations;
student is “on the bubble” and
should be able to reach
proficiency with some effort.
MI
Minimal
Far below grade level
Student is more than a year
expectations
behind grade level
expectations, student is
working to reach proficiency but
much additional effort will be
needed.
2013-2014 SCHOOL SYLLABUS
LIST OF ASSIGNMENTS BY UNIT (SUBJECT TO CHANGE)
Content Syllabus
Chapter 1: History and Approaches/The Evolution of Psychology (2-4%) September 3September 6
Vocabulary Chapter 1: Structuralism, Introspection, Functionalism, Natural Selection, Unconscious,
Psychoanalytic Theory, Behavior, Behaviorism, Humanism, Applied Psychology, Clinical Psychology,
Cognition, Evolutionary Psychology, Positive Psychology, Psychology (Developmental, Social,
Education, Health, Physiological, Experimental, Cognitive, Psychometrics, Personality), Psychiatry
(Clinical, Counseling, Industrial and Organizational, School, Clinical, Forensic), Empiricism, Theory,
Culture, Testwiseness, Critical Thinking
Major Theorists and Researchers Page 28 Concept Check 1.3 (1-7)
Vocabulary Exam (9/6)
Chapter 2: Research Methods/Research Enterprise in Psychology (8-10%) September
9-September 23
Vocabulary Chapter 2: Hypothesis, Theory, Operational Definition, Participants, Data Collection Techniques,
Journal, Research Methods, Experiment, Independent Variable, Dependent Variable, Experimental
Group, Extraneous Variables, Random Assignment, Confounding of Variables, Naturalistic Observation,
Reactivity, Case Study, Survey, Statistics, Descriptive Statistics, Median, Mean, Mode, Variability,
Correlation, Correlation Coefficient, Inferential Statistics, Statistical Significance, Replication, Metaanalysis, Sampling Bias, Sample, Placebo Effects, Social Desirability Bias, Response Set, Halo Effect,
Experimenter Bias, Double Blind Procedure, Anecdotal Evidence
Vocabulary Exam (9/20)
Exam (9/23)
Supplemental Readings and Activities
“Errors in Studies”
Critical Thinking Application 2.25 pages 74-75
Chapter 3: Biological Psychology/Biological Bases of Behavior (8-10%) September 24October 10
Vocabulary Chapter 3: Neurons, Soma, Dendrites, Axon, Terminal Buttons, Synapse, Glia, Resting
Potential, Action Potential, Absolute Refractory Period, Neurotransmitters, Postsynaptic Potential,
Reuptake, Agonist, Antagonist, Peripheral Nervous System, Somatic Nervous System, Afferent Nerve
Fibers, Efferent Nerve Fibers, Autonomic Nervous System, Sympathetic Division, Parasympathetic
2013-2014 SCHOOL SYLLABUS
Division, Central Nervous System, Hindbrain, Midbrain, Forebrain, Amygdala, Hypothalamus, Pituitary
Gland, Hippocampus, Pons, Medulla, Spinal Cord, Reticular Formation, Cerebellum, Thalamus, Corpus
Callosum, Limbic System, Cerebral Cortex, Cerebral Hemispheres, Corpus Callosum, Mirror Neurons,
Neurogenesis, Split-Brain Surgery, Perceptual Asymmetries, Endocrine System, Hormones, Oxytocin,
Chromosomes, Zygote, Genes, Homozygous Condition, Dominant Gene, Recessive Gene, Genotype,
Phenotype, Polygenic Traits, Family Studies, Twin Studies, Identical Twins, Fraternal Twins, Adoption
Studies, Fitness, Natural Selection, Adaptation, Critical Period
Vocabulary Exam (10/9)
Exam (10/10)
Supplemental Readings and Activities
40 Studies: Pages 12-19 Reading 2: More Experience = Bigger Brain
“This is your brain on football”
Chapter 4: Sensation and Perception (6-8%) October 14-October 25
Vocabulary Chapter 4: Sensation, Perception, Psychophysics, Absolute Threshold, Just Noticeable
Difference, Single Detection Theory, Subliminal Perception, Sensory Adaptation, Lens, Pupil, Retina,
Optic Disk, Cones, Fovea, Rods, Dark Adaptation, Light Adaptation, Receptive Field, Optic Chiasm,
Feature Detectors, Visual Agnosia, Prosopagnosia, Subtractive Color, Additive Color Mixing,
Trichromatic Theory, Color Blindness, Complementary Colors, Afterimage, Reversible Figure,
Perceptual Set, Inattentional Blindness, Feature Analysis, Top-Down Processing, Subjective Contours,
Phi Phenomenon, Perceptual Hypothesis, Depth Perception, Binocular Depth, Retinal Disparity,
Convergence, Monocular Depth, Pictorial Depth, Perceptual Constancy, Visual Illusion, Impossible
Figures, Cochlea, Gustatory System, Olfactory System
“Door-in-the-face Project” Due Date (10/28)
Vocabulary Exam (10/24)
Exam (10/25)
Supplemental Readings and Activities
40 Studies: Pages 36-42 Reading 5: Take a Long Look
“Rube Goldberg; Best YouTube”
Chapter 5: States of Consciousness/Variations in Consciousness (2-4%) October 28November 8
Chapter 5 Vocabulary: Electroencephalograph, Biological Rhythms, Circadian Rhythm, EMG, EOG, SlowWave Sleep, REM Sleep, Non-Rem Sleep, Ascending Reticular Activating System, Insomnia, Sleep
Apnea, Nightmares, Night Terrors, Somnambulism, REM Sleep, Hypnosis, Dissociation, Meditation,
Psychoactive Drugs, Narcotics, Sedatives, Stimulants, Hallucinogens, Cannabis, Alcohol, MDMA,
2013-2014 SCHOOL SYLLABUS
Tolerance, Physical Dependence, Psychological Dependence
Vocabulary Exam (11/7)
Exam (11/8)
Supplemental Readings and Activities
40 Studies: Pages 57-64 Reading 8: Acting as if you are Hypnotized
Chapter 6: Learning (7-9%) November 11-November 22
Vocabulary Chapter 6: Learning, Phobias, Classical Conditioning, Pavlovian Conditioning, Unconditional
Stimulus, Unconditioned Response, Conditioned Stimulus, Conditioned Response, Elicited, Trial,
Evaluative Conditioning, Acquisition, Extinction, Spontaneous Recovery, Renewal Effect, Stimulus
Generalization, Stimulus Discrimination, Higher-Order Conditioning, Operant Conditioning,
Reinforcement, Operant Chamber, Emit, Reinforcement Contingencies, Cumulative Recorder, Primary
Reinforcers, Secondary Reinforcers, Shaping, Resistance to Extinction, Discriminative Stimuli,
Schedule of Reinforcement, Continuous Reinforcement, Intermittent, Fixed-Ration, Variable Ratio,
Fixed-Interval, Variable-Interval, Positive Reinforcement, Negative Reinforcement, Escape Learning,
Avoidance Learning, Punishment, Latent Learning, Observational Learning, Behavior Modification,
Behavioral Contract
Vocabulary Exam (11/21)
Exam (11/22)
Supplemental Readings and Activities
40 Studies: Pages 65-72 Reading 9: It’s not just about salivating dogs!
“Pavlov and Lemons”
“Test Example”
Chapter 7: Cognition/Human Memory (8-10%) November 25-December 13
Vocabulary Chapter 7: Encoding, Storage, Retrieval, Attention, Elaboration, Self-Referent, Sensory Memory,
Short-Term Memory, Rehearsal, Chunk, Working Memory Capacity, Long-Term Memory, Flashbulb
Memory, Conceptual Hierarchy, Schema, Semantic Network, Connectionist or Parallel Distributed
Processing, Tip-of-the-tongue-phenomenon, Misinformation Effect, Reality Monitoring, Source
Monitoring, Source Monitoring Error, Destination Memory, Nonsense Syllables, Forgetting Curve,
Retention, Recall, Recognition, Relearning, Retroactive interference, Proactive Interference, Encoding
specificity principle, Transfer Appropriate Processing, Repression, Long-Term Potentiation, Retrograde
Amnesia, Anterograde Amnesia, Consolidation, Declarative Memory System, Nondeclarative Memory
System, Episodic Memory, Semantic Memory, Prospective/Retrospective Memory, Mnemonic Devices,
Overlearning, Serial-Position effect, Link Method, Method of Loci, Hindsight Bias
2013-2014 SCHOOL SYLLABUS
Vocabulary Exam (12/12)
Exam (12/13)
Supplemental Readings and Activities
40 Studies: Pages 117-125 Reading 16: Thanks for the Memories!
“Shipped my Pants”
“Twins Talking”
“Big Gas”
“A way with words”
•
FINAL EXAM WEEK (12/16-12/20)
Chapter 10: Motivation and Emotion (6-8%) January 6-January 17
Chapter 10 Vocabulary: Motivation, Homeostasis, Drive, Incentive, Obesity, Body Mass Index, Parental
Investment, Sexual Orientation, Achievement Motive/Motivation, Emotion, Affective Forecasting,
Galvanic Skin Response, Display Rules, Subjective Well-Being, Hedonic Adaptation
Vocabulary Exam (1/16)
Exam (1/17)
Supplemental Readings and Activities
40 Studies: Pages 168-175 Reading 22: I can see it all over your face!
“Balance 11 Nails”
Chapter 11: Developmental Psychology/Human Development Across the Life Span (79%) January 21-Feburary 4
Vocabulary Chapter 11: Development, Zygote, Prenatal Period, Germinal Stage, Placenta, Embryonic
Stage, Fetal Stage, Teratogens, Fetal Alcohol Syndrome, Motor Development, Cephalocaudal Trend,
Proximodistal Trend, Maturation, Developmental Norms, Temperament, Longitudinal Design, CrossSectional Design, Cohort Effects, Attachment, Separation Anxiety, Strange Situational Procedure,
Stage, Cognitive Development, Object Permanence, Conservation, Centration, Irreversibility,
Egocentrism, Animism, Pubescence, Secondary Sex Characteristics, Puberty, Primary Sex
Characteristics, Menarche, Spermache, Fluid Intelligence, Crystallized Intelligence, dementia, Gender
Differences, Socialization, Gender Roles
Vocabulary Exam (2/3)
Exam (2/4)
2013-2014 SCHOOL SYLLABUS
Supplemental Readings and Activities
40 Studies: Pages 143-150 Reading 19: How moral are you?
“Cohort Affect; The time in which you were born”
“Beloit College List”
Chapter 12: Personality (5-7%) February 5-February 14
Vocabulary Chapter 12: Personality, Personality Trait, Factor Analysis, Psychodynamic Theories, Pleasure
Principal, Ego, ID, Reality Principal, Superego, Conscious, Preconscious, Unconscious, Defense
Mechanisms, Rationalization, Repression, Projection, Displacement, Reaction Formation, Regression,
Identification, Sublimation, Psychosexual Stages, Fixation, Personal Unconscious, Collective
Unconscious, Archetypes, Compensation, Striving for Superiority, Behaviorism, Reciprocal
Determinism, Observational Learning, Self-Efficacy, Humanism, Self-Concept, Incongruence, Hierarchy
of Needs, Need for Self-Actualization, Self-Actualizing Persons, Narcissism, Mortality Salience,
Individualism, Self-Enhancement, Self-Report, Projective Tests, Hindsight Bias
Vocabulary Exam (2/13)
Exam (2/14)
Supplemental Readings and Activities
40 Studies: Pages 190-197 Reading 25: Are you the master of your fate?
“Draw a Pig”
Chapter 9: Testing and Individual Differences/Intelligence and Psychological Testing (57%) February 18-February 28
Vocabulary Chapter 9: Psychological Test, Intelligence Tests, Aptitude Tests, Achievement Tests,
Personality Traits, Test Norms, Standardization, Percentile Score, Reliability, Correlation Coefficient,
Validity, Content Validity, Criterion-related Validity, Construct Validity, Mental Age, IQ, Factor Analysis,
Fluid Intelligence, Normal Distribution, Deviation IQ, Mental Retardation, Heritability Ratio, Reaction,
Creativity, Convergent Thinking, Divergent Thinking
Vocabulary Exam (2/27)
Exam (2/28)
Supplemental Readings and Activities
Pending
Chapter 15: Abnormal Behavior/Psychological Disorders (7-9%) March 3-March 20
Vocabulary Chapter 15: Medical Model, Diagnosis, Comorbidity, Prevalence, Epidemiology, Anxiety,
2013-2014 SCHOOL SYLLABUS
Gernalized Anxiety Disorder, Panic Disorder, Phobic Disorder, Agoraphobia, Obsessive-Compulsive
Disorder, PTSD, Concordance Rate, Dissociative Disorders, Dissociative Fugue, Dissociative Amnesia,
Dissociative Identity Disorder, Multiple Personality Disorder, Mood Disorders, Major Depressive
Disorder, Anhedonia, Bipolar Disorder, Schizophrenic Disorder, Hallucinations, Catatonic
Schizophrenia, Disorganized Schizophrenia, Undifferentiated Schizophrenia, Negative Symptoms,
Positive Symptoms, Expressed Emotion, Personality Disorders, Antisocial Personality Disorder,
Insanity, Involuntary commitment, Culture-Bound Disorders, Eating Disorders, Anorexia Nervosa,
Bulimia Nervosa, Binge-Eating Disorder
Vocabulary Exam (3/19)
Exam (3/20)
Supplemental Readings and Activities
40 Studies: Pages 225-233 Reading 29: Who’s crazy here, anyway?
“Ice Cube (eyskube) Addiction Activity”
“BBC: The Man with No Past”
Chapter 16: Treatment of Abnormal Behavior/Treatment of Psychological Disorders (57%) March 24-April 4
Vocabulary Chapter 16: Clinical Psychologists, Counseling Psychologists, Psychiatrists, Insight Therapies,
Psychoanalysis, Free Association, Dream Analysis, Interpretation, Resistance, Transference, ClientCentered Therapy, Positive Psychology, Group Therapy, Couples or Marital Therapy, Family Therapy,
Spontaneous Remission, Behavior Therapies, Systematic Desensitization, Exposure Therapies,
Aversion Therapy, Social Skills Training, Cognitive-Behavioral treatments, Cognitive Therapy,
Biomedical Therapies, Psych pharmacotherapy, Antianxiety Drugs, Antipsychotic Drugs, Antidepressant
Drugs, Tardive Dyskinesia, Mood Stabilizers, Electroconvulsive Therapy, Transcranial Magnetic
Stimulation, Deep Brain Stimulation, Eclecticism, Mental Hospital, Deinstitutionalization, Placebo
Effects, Regression Toward the Mean
Vocabulary Exam (4/3)
Exam (4/4)
Supplemental Readings and Activities
40 Studies: Pages 276-283 Reading 36: Picture This!
“DSM Diagnosis”
“Silver Lining Playbook”
Chapter 13: Social Psychology (8-10%) April 7-April 23
2013-2014 SCHOOL SYLLABUS
Vocabulary Chapter 13: Social Psychology, Person Perception, Stereotypes, Illusory Correlation, Ingroup,
Outgroup, Attributions, Internal Attributions, Fundamental Attribution Error, Defensive Attribution,
Individualism, Collectivism, Interpersonal Attraction, Matching Hypothesis, Passionate Love,
Companionate Love, Attitudes, Explicit Attitudes, Implicit Attitudes, Source, Receiver, Message,
Channel, Mere Exposure Effect, Cognitive Dissonance, Conformity, Normative Influence, Informational
Influence, Obedience, Social Roles, Group, Bystander Effect, Social Loafing, Group Polarization,
Groupthink, Group Cohesiveness, Prejudice, Discrimination
Vocabulary Exam (4/22)
Exam (4/23)
Supplemental Readings and Activities
40 Studies: Pages 297-306 Reading 39: To help or not to help?
“Highway Man Story”
•
Final Exam April 24 & 25
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AP EXAM REVIEW April 26-May 2
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AP MONDAY May 5
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May 6-June 13 Final Projects