Anthropology - East Kentwood AP Psycholgy



AP Psychology – 2017-2018

East Kentwood High School

Mr. Chad Bays

Mr. Eric Vanderleest

Email: chad.bays@

AP Website:

Mr. Bays’ course website ekappsych.

AP Psychology Syllabus

Course Overview

AP Psychology is a year-long course that aims to uncover the science behind human behavior and mental processes. AP Psychology serves as a college level survey of most available psychology units. This will be a rigorous course designed to introduce you to college level instruction, concepts, various assessments, and develop a language specific to psychology. Although this course is not designed around the test, it should facilitate success on the AP test by providing introduction college level content. All guidelines and policies in accordance with the College Board will be upheld. All students are welcomed and encouraged to achieve as there are no prerequisites for the course. The AP test is scheduled for the first Monday of May 2018.

Resources for Teaching AP Psychology

Textbook

Myers, David. G. Psychology in Modules, 8th Edition. New York: Worth Publishers, 2001.

Study Guide to Accompany the Text

Straub, Richard O. Study Guide to Accompany Psychology: Myers in Modules, 8th Edition. New

York: Worth Publishers, 2001.

Students are asked to carry the textbook when requested and otherwise keep their study guide at home for use.

Other resources

• We will use a variety of sources to conduct our investigation into the field of human behavior. When possible, we will be using current event articles that reveal the latest scientific information within psychology. We will rely heavily on Scientific American Mind journals for recent articles and students may purchase their own subscription during the year if they choose.

• Students may register to access AP College Board information including previously released essay questions and recommendations. While I will provide specific selections in class, students and parents should feel encouraged to visit the AP resources available at: .

• Also, we use the psychology information provided by the APA (American Psychological Association). They provide great journal articles, teaching activities, and much more. This can be found at: .

You will be expected to read on your own, as little class time is dedicated to reading in class. Class time is spent analyzing the material, applying the concepts, discussing the material, lectures and visits with guest speakers and much more. Given the large expanse of material, some sections will be assigned and assessed that are not explicitly covered in class. Although there may be no formal lecture, there will be ample class time to ask clarifying questions. You are responsible for this material.

We provide a great deal of material outside of the text assignments. You are responsible to maintain a binder/notebook for gathering, keeping and organizing this material. Please see us in the first week of class if you need one. It should include all class notes, homework, journals, class assignments, readings, handouts, etc. There will be occasional spot checks on notebooks/planners to ensure you are organizing your materials effectively. These spot checks will be worth points. Recommended Sections of your binder include:

← Reading

← Notes

← Assignments

← Readings (Study Guide included)

← Quizzes/Tests

Course Expectations

Participation is a vital component of this class. We believe in an interactive and reflective classroom in effort to make the material relevant and meaningful. Questions and discussions about the content are highly encouraged. This requires participation that is both engaging and respectful. We will cover material that may be new, controversial, and sensitive. Respect and patience are necessary. For instance, material may cover issues of: socialization, gender, race, ethnicity, religion, cultural based drug use, sexuality, sexual orientation, psycho-sexual development, sport and culture, mental illnesses, violence, marriage, language, music, dance, environment, film, cultural relativism, and more. We will do this through discussion, reading, and film.

This course will revolve on two fundamental principles - respect and honesty. Respect for yourself, your classmates, the classroom, the school and the instructor is essential for success. Respect yourself by challenging yourself to meet the demands of a college course and respect your peers by doing your work and encouraging their success. Moreover, honesty in doing your own work is necessary. Plagiarism in any form – copying assignments, providing answers, paraphrasing without citation, quoting without citations, and any other form of work that is not your own – is unacceptable. Penalties for academic dishonesty will begin with a zero for the assignment and can escalate into a zero for the class and further administrative action including suspension, expulsion, and college notification.

There are a few other things that will facilitate a successful course. Be on time with proper materials. Additional course expectations will be discussed as the year progresses. This will include group study and exam reviews.

Late work/missed class.

If you are absent, please reference the material on the website as you will be responsible for the material the next day of class. For any prolonged absence, you are responsible for making arrangements for making up the work. If you miss the day of the quiz or test, be prepared to take the quiz or test immediately upon returning. There is NO late work accepted. All absences must be EXCUSED absences in order for make up per the school hand book.

Website Communication

We maintain a website in order to facilitate communication between teacher, student, and parent. The website: ekapsych.

This contains a calendar with daily assignments and major course objectives along with copies of assignments. Furthermore, it will outline our general objectives and test dates weeks in advance. All material is available in class, but this website makes handling absences and notifying the community of our curriculum much easier. Please refer to the website to answer initial questions and then feel free to email.

Attendance

Punctuality and attendance are important for success in this course. All school policies will be followed regarding attendance and tardiness. Please refer to your handbook regarding these policies.

Behavioral Corrections

If at any point there needs to be corrective action taken for any individual student, the following guidelines will be followed*:

1. Warning and/or conference with the student(s) involved. If the behavior is not corrected -

2. A detention with me before or after school. If the behavior is not corrected -

3. Phone call home. If the behavior is not corrected –

4. Referral to administrators (including coaches if applicable). If the behavior is not corrected –

5. Appropriate administrative action will be taken.

* If any behavior warrants immediate administrative action, the above steps will be bypassed.

Assessment

Your grade will be determined based on a total number of points. Each assignment will be given a point value. Non-completion of an assignment will result in a zero. Points will accumulate each semester. Points will begin again semester. While the exact percentage is not set, tests will be approximately twice the value of daily homework. In accordance with school policy, each semester will have a regular grade and an exam grade. We will use recommended parts of previous AP exams and College Board guidelines in our assessment in addition to our assignments from the texts, research articles, guest speakers, films, and more. Graded material/assignments will include:

❑ Participation. A portion of your grade if based on your involvement in the course. You are expected to participate in class discussions, simulations, debates and other activities on a daily basis.

❑ Writing A variety of writing assignments will be evaluated. This includes peer evaluated free rezones.

❑ Tests/Quizzes. There will be an appropriate number of tests that simulate both the time constraints and content similar to the AP exam. Several quizzes will check progress throughout the units.

❑ Homework. You will be expected to complete homework assignments on time. These could include journal writings, reading guides, video responses, research, worksheets, interviews, etc. Moreover, spot checks of journals and planners will count as homework grades.

❑ Research project and presentation. There will be one in depth research project required for the course.

❑ Final. A final at each semester will be given to track progress and gain familiarity with the AP format. This will be cumulative.

Extra-Credit.

Extra Credit will be allowed throughout the course. There is no cap on extra credit. The requirement for extra-credit is that ALL assignments must be turned in and completed. Points can accumulate throughout the year and will be added in before the trimester grades are calculated.

One standing extra-credit opportunity will be to find a current events article, scholarly journal, or movie and read/view it, and react. In your reaction, we expect

1) a brief summary demonstrating you read/watched the material,

2) an explanation of how it relates to class (be specific in detail and vocabulary),

3) your reaction, and

4) what additional questions does this material provoke.

There is no set amount of points. Point will be determined on the intensity of the reading selection and the depth of the reaction (average 3-4 points). Other opportunity credit opportunities will arise throughout the course based on community events and student interest. Feel free to offer suggestions as well.

AP Psychology Content

The following outlines the major content areas covered both in class and on the AP Psychology Exam. We will be using this as a rough outline for the content we cover. The percentage indicates the percent of the material covered on the AP exam, however, we will not be limited to AP exam material in this class. We will also spend a lot of time on stress and health plus areas of your choosing that may fall outside the AP curriculum. This outline is for your own study purposes regarding the AP exam and roughly outlines the content of the course as well. Remember, our focus is on empirically supported psychological facts, research findings, and possible theories. Our discussion will rely on the text with a combination of recent articles and research findings used to supplement the text.

|Content Area |Sample Assignments/Concepts In addition to the studying the text, |Percentage covered |

| |students will be asked to make personal connections to the material by |on the AP Exam |

| |critically analyzing the content in areas meaningful to them. Sample | |

| |objectives and assignments are included below. | |

|I. History and Approaches to Psychology |Students will be asked to analyze the role of psychologists in history |2-4% |

|A. Logic, Philosophy, and History of Science |and trace the development of modern psychology. | |

|B. Approaches |Students will be asked to critically think from the perspective of a | |

|1. Behavioral |historical psychologist to answer some modern-day questions and | |

|2. Biological |concerns. They will become a particular psychologist from history and | |

|3. Cognitive |take on that persona in our ‘psychology of the minds’ conference | |

|4. Humanistic |simulation. | |

|5. Psychodynamic |Students will analyze main fields of thought and compare and contrast | |

|6. Evolutionary/ |such fields as structuralism and functionalism. | |

|Sociobiological |Students will also be able to analyze figures of psychology of history | |

|7. Sociocultural |that might have been overlooked. We will look at the contributions of | |

| |women and minorities to the field. | |

|II. Research Methods |Students will be asked to critically analyze popular media ‘research’ |6-8% |

|A. Experimental, Correlations, and Clinical |for its adherence to psychological research method accuracy and ethical| |

|Research |standards. | |

|1. Correlational (e.g. |Students will be asked to create an experiment of their own using a | |

|observational, survey, |variety of approaches and apply all ethical standards to their | |

|clinical) |experimental set-up. We may choose to conduct this research if it is | |

|2. Experimental |deemed appropriate and ethical. | |

|B. Statistics |Students will also practice using statistics, both descriptive and | |

|1. Descriptive |inferential, in various studies and class demonstrations. | |

|2. Inferential |Students will understand empirically supported psychological facts. In| |

|C. Ethics in Research |this, we will continually apply research methods to analyze the | |

| |legitimacy of various studies. | |

|III. Biological Bases of Behavior |Students will use interactive computer models to tour the brain and |8-10% |

|A. Physiological Techniques |identify critical areas. | |

|(e.g. Imaging, Surgical) |Students may have (if available) to meet with local neurosurgeons to | |

|B. Neuroanatomy |discuss and analyze the anatomy of the brain and the science behind it.| |

|C. Functional Organization of | | |

|Nervous System |Students will speak with a local endocrinologist and understand how the| |

|D. Neural Transmission |endocrine system plays a role in human behavior. | |

|E. Endocrine System |Students will critically analyze how the various systems interact. | |

|F. Genetics |Students will also be able analyze what happens when neural | |

| |communication fails or when the sympathetic nervous system is | |

| |overactive. | |

| |Students will also embark on research to analyze the role of genetics | |

| |and possible variations in chromosomal make-up. Students will research| |

| |various syndromes and disorders and look for a possible genetic cause. | |

|IV. Sensation and Perception |Again, students will utilize computer models to accurately trace and |7-9% |

|A. Thresholds |identify parts involved in the hearing, seeing, smelling, tasting, and | |

|B. Sensory Mechanisms |touching processes. | |

|C. Sensory Adaptation |We will look at experiments such as the Necker Cube, Backmasking, | |

|D. Attention |Neisser’s Selective Attention video, and much more. We will analyze | |

|E. Perceptual Processes |our own reaction to various experiments. | |

| |Students will be able to test their own thresholds in regards to the | |

| |material. | |

| |We will discuss Gestalt principles and our understanding of perception.| |

|V. States of Consciousness |Students will have an opportunity to track their own sleeping practices|2-4% |

|A. Sleep and Dreaming |and compare and contrast that to recommended sleep guidelines. | |

|B. Hypnosis |Students will compare differences between REM and NREM sleep. | |

|C. Psychoactive Drug Effects |Students will analyze the results of sleep deprivation on a person’s | |

| |function and mental processes. | |

| |Students will analyze the impact of drugs on the brain using computer | |

| |models and information from the neurology unit. Here, students will | |

| |chart the names of depressants, stimulants, and hallucinogenic drugs | |

| |and describe their effects. | |

| |Students will also analyze the scientific validity of hypnosis, ESP, | |

| |and other popular behavior modification techniques. | |

|VI. Learning |Students will demonstrate various learning strategies and create |7-9% |

|A. Classical Conditioning |ethical experiments in order to apply and practice the various terms in| |

|B. Operant Conditioning |the material. | |

|C. Cognitive Processes in |Students will analyze the role of observational learning through | |

|Learning |popular media, parenting and school and report on their findings. | |

|D. Biological Factors |Special Project! Each student will design an application of operant | |

|E. Social Learning |conditioning in order to modify a human participant’s behavior. We will| |

| |work together to review ethnical standards and research methods in | |

| |order to establish an experiment. Once this is reviewed and approved | |

| |by ‘the board’, students will attempt the modification process over a | |

| |2-4 week time period. | |

|VII. Cognition |Students will engage in numerous in class activities aimed at |8-10% |

|A. Memory |demonstrating problem solving, critical thinking, and creativity. | |

|B. Language |Students will work in small groups to figure out solutions and analyze | |

|C. Thinking |possible stumbling blocks to solving these problems. | |

|D. Problem Solving and |Students will analyze how memory functions, functions optimally, and | |

|Creativity |what happens when memory begins to fade. | |

| |Students will analyze linguistic development across various cultures | |

| |and look at the limitations and possibilities of language. | |

| |We will apply Chomsky and Whorf’s analysis to language by looking at | |

| |possible universal norms and the cultural relativity of language. | |

| |We will also analyze the fundamental building blocks of language and | |

| |trace their physical development through the lifespan. | |

|VIII. Motivation and Emotion |Students will explore various studies on motivation and emotion. We |7-9% |

|A. Biological Bases |will analyze various theories and apply them to various real-life | |

|B. Theories of Motivation |situations. | |

|C. Hunger, Thirst, Sex, and |We will tie this into various cultural norms and see how culture and | |

|Pain |socialization practices impact both motivation and emotion. | |

|D. Social Motives | | |

|E. Theories of Emotion | | |

|F. Stress | | |

|IX. Developmental Psychology |Students will be able to work with children at the high school and |7-9% |

|A. Life-Span Approach |apply their learning in the child psychology classroom. We will be | |

|B. Research Methods (e.g. |able to talk with and play with children and assess their particular | |

|longitudinal, cross- |stage of development (through testing specific skills). We will apply | |

|sectional) |Piaget, Erikson, Kohberg, and more to our investigations of development| |

|C. Heredity-Environment |psychology. | |

|Issues |Students will be able to compare longitudinal studies to | |

|D. Developmental Theories |cross-sectional studies and discuss the relative merits of each. | |

|E. Development Dimensions |We will trace the life-span of a typical individual and map out a rough| |

|1. Physical |estimate of psychological expectations. | |

|2. Cognitive |We will analyze how sex and gender cultural norms may impact the | |

|3. Social |development of individuals. | |

|4. Moral | | |

|F. Sex Roles, Sex Differences | | |

|X. Personality |Students will be asked to analyze the various schools of though in |6-8% |

|A. Personality Theories and |personality studies. Students will then be asked to choose and defend | |

|Approaches |a particular approach and why they would choose this to school to | |

|B. Assessment Techniques |analyze someone’s personality. | |

|C. Self-Concept, Self-Esteem |Students will trace the evolution of various personality theories | |

|D. Growth and Adjustment |through the eyes of the main personality theorists. | |

| |Students will write a critical essay regarding Trait theory, | |

| |Psychoanalytic, Humanistic, and Cognitive Perspectives. | |

|XI. Testing and Individual Differences |Students will take sections of the original military intelligence test |5-7% |

|A. Standardization and Norms |and analyze/evaluate the historical roots of intelligence testing. | |

|B. Reliability and Validity |Students will analyze the need to analyze multiple intelligences | |

|C. Types of Tests |including case studies of those with savant syndrome. | |

|D. Ethics and Standards in |Student will analyze various intelligence tests and other tests in | |

|Testing |order to apply concepts of reliability and validity to the material. | |

|E. Intelligence |Students will be able to analyze the role of heredity and environment | |

|F. Heredity/Environment and |in the development of intelligence. | |

|Intelligence |Students will critically think about the need for testing and what | |

|G. Human Diversity |tests should aim to identify. | |

|XII. Abnormal Psychology |Students will develop an understanding of the DSM-IV in the role of |7-9% |

|A. Definitions of Abnormality |identifying psychological disorders. | |

|B. Psychopathology Theories |Students will study the main categories of disorders according to the | |

|C. Psychopathology Diagnosis |DSM-IV. Students will then specialize in one particular area and | |

|D. Anxiety Disorders |present their findings to the class. | |

|F. Mood Disorders |We will look at all the main categories under the DSM-IV and, in | |

|G. Schizophrenic Disorders |conjunction with a local mental health facility, either talk with a | |

|H. Organic Disorders |professional or talk with patients experiencing various disorders. | |

|I. Personality Disorders | | |

|J. Dissociative Disorders | | |

|XIII. Treatment of Psychological Disorders |Using information from the approaches to psychology, students will |5-7% |

|A. Treatment Approaches |analyze how different therapies approach treatment of disorders. We | |

|1. Insight Therapies: |will compare and contrast psychodynamic, humanistic, behavioral, | |

|Psychodynamic/ |cognitive, and biological approaches. Students will be asked again to | |

|Humanistic approaches |defend an approach (or a combination of approaches) in the treatment of| |

|2. Behavioral Approaches |various disorders. | |

|3. Cognitive Approaches |We will seek local information for what is being done in terms of | |

|4. Biological Approaches |community and preventative approaches in our area. | |

|(Psychoparmacology/ |We will also speak with local psychologists and talk with them about | |

|Psychosurgery) |their chosen approach and experiences in the field. | |

|B. Modes of Therapy (e.g. |Students may also be asked to simulate various treatment approaches | |

|Individual, Group) |using key information from the text and adopt that approach in the | |

|C. Community and |classroom environment. | |

|Preventative Approaches | | |

|XIV. Social Psychology |• Students will explore the historical roots of |7-9% |

|A. Group Dynamics |social psychology. We will ask why Nazi | |

|B. Attribution Processes |soldiers followed orders to exterminate | |

|C. Interpersonal Perception |millions, why was the civil rights movement | |

|D. Conformity, Compliance, |on balance successful, why some sororities | |

|Obedience |and fraternities can get out of hand, what | |

|E. Attitudes and Attitude |contributions can individuals make to aid | |

|Change |social change, and other questions to ground | |

|F. Organizational Behavior |ourselves in the study of social psychology. | |

|G. Aggression/Antisocial |• We will view, discuss, and critique Milgram, | |

|Behavior |Zimbardo, Asch and others in their social | |

| |psychology experiments on obedience, | |

| |compliance, and conformity as well as | |

| |conduct a few of our own. | |

| |• We will also analyze altruistic behavior to | |

| |terms of social exchange theory and social | |

| |norms. | |

|XV. Stress and Health |We will analyze what can happen when stress becomes chronic on the body|n/a |

|A. The Impact of Stress on the |and the implications of chronic stress. | |

|Body |We will look at cancer trends and cardiac disease trends and apply them| |

|B. Promoting Health |to our stress analysis. | |

| |We will analyze the role of genetics and environment on stress | |

| |adaptation through the Diathesis Stress Theory. | |

| |We will also explore various relaxation techniques in the classroom. | |

| |We will analyze the role of nutrition and stress and look at the | |

| |connections between foods and neurochemicals. | |

| |We will analyze ways to promote a healthy mind through promoting | |

| |healthy choices. | |

Summer Assignment

Yes – there is a summer assignment. There are Four items you need to accomplish.

First. Check out the two books you need for this class. Check out your study guide and textbook from the bookstore before you leave school for the summer.

Second. You will find that your textbook is organized into various units and then within each unit there are modules. Each unit is typically a chapter in a traditional textbook and the modules are sections within that topic. The modules format makes it a bit easier to digest. Over the summer, you need to read one unit (3 modules). For modules 1-3, you are responsible to complete the progress test in the ‘study guide’ to accompany each module, for modules 1-3 ONLY

Third. READ ALL THREE MODULES AND COMPLETE THE PROGRESS TEST FOR SAID MODULES

Unit1: Introduction to Psychology –

Module : 1 History and Scope

Module 2 Thinking Critically

Module 3 Research Strategies

These assignments are due THE FIRST DAY OF CLAS. Label each module clearly and each section clearly for credit. The goal of the study guide progress test is to check your understanding of the material. Whenever we have a test, a few questions will come from the study guide. We expect these to be correct. The answers to the study guide questions are listed in the back of each module – please use these to check your answers (not to copy from). This is a great way to monitor how well you know the material and great material to ask questions in class.

a. Fourth. THE PACKET-

This packet is to be completed in it’s entirety for the first day of class. Please follow the packet outline and complete all of the experimentation examples that are provided within. This will require you to use multiple resources including your text and possible online research.

AP Psychology Study Guide Assignments

Study Guide

These are the units for the year from the Study Guide that accompanies the text book.

Straub, Richard. Study Guide to Accompany David G. Myers Psychology in Modules, 8th Edition.

New York: Worth Publishers, 2007.

Unit 1: The History and Scope of Psychology –

Module 1: The History and Scope of Psychology – p.3 (11 points)

Assignment: Progress Test (48), Matching (15), True-False (10), Essay (1) & Key Terms (14)

Module 2: Thinking Critically with Psychological Science – p. 19 (4 points)

Assignment: Progress Test (13), Matching (5), & Key Terms (7)

_____ Module 3: Research Strategies: How Psychologists Ask and Answer Questions - pg. 27

Assignment: Progress Test (46), Matching 1 (12), Matching 2 (9), Essay (1), & Key Terms (23) (12 pts)

Unit 2: Neuroscience and Behavior –

Module 4: Neural and Hormonal Systems – pg. 45 (7 points)

Assignment: Progress Test (31), Essay (1), & Key Terms (28)

Module 5: The Brain – pg. 61 (9 points)

Assignment: Progress Test (29), Matching 1 (1-11), Matching 2 (1-11), Diagram (1-9), & Key Terms (28)

Unit 3: The Nature and Nurture of Behavior -

Module 6: Genetic Influence on Behavior – pg. 79 (9 points)

Assignment: Progress Test (41), Matching (6), True-False (6), Essay (1), & Key Terms (16)

Module 7: Environmental Influence on Behavior – pg. 93 (4 points)

Assignment: Progress Test (19), Matching (5), True-False (5), & Key Terms (10)

Unit 4: The Developing Through the Life Span–

Module 8: Prenatal Development and the Newborn – pg. 107 (2 points)

Assignment: Progress Test (6) & Key Terms (8)

Module 9: Infancy and Childhood – pg. 111 (5 points)

Assignment: Progress Test (25), True-False (5), & Key Terms (20)

Module 10: Adolescence – pg. 125 (4 points)

Assignment: Progress Test (16), Essay (1), & Key Terms (7)

Module 11: Adulthood, and Reflections on Developmental Issues – pg. 135 (4 points)

Assignment: Progress Test (24), True-False (4), & Key Terms (7)

Unit 5: Sensation and Perception – 149

Module 12: Introduction to Sensation and Perception –pg. 149 (3 points)

Assignment: Progress Test (15) & Key Terms (13)

Module 13: Vision – pg. 157 (7 points)

Assignment: Progress Test (25), Matching (8), Summing Up (7), & Key Terms (20)

Module 14: Hearing –pg. 169 (4 points)

Assignment: Progress Test (9), Summing Up (8), Matching (6), & Key Terms (10)

Module 15: Other Important Senses – pg. 177 (3 points)

Assignment: Progress Test (14), Matching (4), & Key Terms (4)

Module 16: Perceptual Organization – pg. 185 (7 points)

Assignment: Progress Test (38), True-False (4), Essay (1), & Key Terms (13)

Module 17: Perceptual Interpretation – pg. 197 (3 points)

Assignment: Progress Test (18), True-False (6), & Key Terms (5)

Unit 6: States of Consciousness –

Module 18: Waking and Sleeping Rhythms – pg. 211 (6 points)

Assignment: Progress Test (28), Matching (12), & Key Terms (16)

Module 19: Hypnosis – pg. 225 (2 points)

Assignment: Progress Test (10) & Key Terms (3)

Module 20: Drugs and Consciousness – pg. 231 (6 points)

Assignment: Progress Test (22), Matching (8), Essay (1), & Key Terms (19)

Unit 7: Learning

Module 21: Classical Conditioning – pg. 241 (5 points)

Assignment: Progress Test (23), Matching (5), True-False (4) & Key Terms (13)

Module 22: Operant Conditioning –pg. 251 (9 points)

Assignment: Progress Test (30), Matching (11), True-False (6), Essay (1), & Key Terms (24)

Module 23: Learning by Observation –pg. 267 (2 points)

Assignment: Progress Test (6) & Key Terms (5)

Unit 8: Memory –

Module 24: Introduction to Memory – pg. 273 (2 points)

Assignment: Progress Test (4), & Key Terms (9)

Module 25: Encoding –Getting Information In – pg. 277 (3 points)

Assignment: Progress Test (14), Matching (4), & Key Terms (11)

Module 26: Storage: Retaining Information – pg. 285 (4 points)

Assignment: Progress Test (19), Matching (6) & Key Terms (7)

Module 27: Retrieval: Getting Information Out – pg. 293 (3 points)

Assignment: Progress Test (8), Matching (6), & Key Terms (6)

Module 28: Forgetting, Memory Construction, and Memory Improvement – pg. 299 (5 points)

Assignment: Progress Test (18), Matching (7), True-False (7), Essay (1), & Key Terms (5)

Unit 9: Thinking, Language, and Intelligence –

Module 29: Thinking –pg. 311 (5 points)

Assignment: Progress Test (27), Matching (7), True-False (4), & Key Terms (16)

Module 30: Language and Thought – pg. 323 (7 points)

Assignment: Progress Test (33), Matching (4), True-False (6), Essay (1) & Key Terms (11)

Module 31: Introduction to Intelligence – pg. 337 (3 points)

Assignment: Progress Test (10), Matching (7), & Key Terms (6)

Module 32: Assessing Intelligence – pg. 345 (8 points)

Assignment: Progress Test (32), Matching (8), True-False (5), Essay (1) & Key Terms (16)

Module 33: Genetic and Environmental Influences on Intelligence – pg. 357 (3 points)

Assignment: Progress Test (17), True-False (5), & Key Terms (2)

Unit 10: Motivation

Module 34: Introduction to Motivation – pg. 367 (5 points)

Assignment: Progress Test (13), Matching (4), Essay (1), & Key Terms (6)

Module 35: Hunger – pg. 373 (4 points)

Assignment: Progress Test (18), Matching (5), True-False (4), & Key Terms (5)

Module 36: Sexual Motivation – pg. 381 (4 points)

Assignment: Progress Test (19), True-False (7), & Key Terms (6)

Module 37: Achievement Motivation – pg. 391 (3 points)

Assignment: Progress Test (9), Matching (4), True-False (3), & Key Terms (8)

Unit 11: Emotion

Module 38: Introduction to Emotion – pg. 399 (6 points)

Assignment: Progress Test (34), Matching (6), True-False (7), & Key Terms (5)

Module 39: Expressed Emotion – pg. 411 (2 points)

Assignment: Progress Test (8) & True-False (3)

_____ Module 40: Experienced Emotion – pg. 417 (4 points)

Assignment: Progress Test (18), Matching (5), & Key Terms (5)

Unit 12: Stress and Health

_____ Module 41: Stress and Illness – pg. 427 (5 points)

Assignment: Progress Test (32), True-False (4), & Key Terms (9)

_____ Module 42: Coping With Stress - pg. 439 (4 points)

Assignment: Progress Test (16), True-False (3), Essay (1), & Key Terms (6)

_____ Module 43: Modifying Stress-Related Behaviors – pg. 447 (2 points)

Assignment: Progress Test (15) & True-False (4)

Unit 13: Personality

Module 44: The Psychoanalytic Perspective - pg. 457 (7 points)

Assignment: Progress Test (19), Matching 1 (9), Matching 2 (8), & Key Terms (23)

Module 45: The Humanistic Perspective – pg. 471 (2 points)

Assignment: Progress Test (10) & Key Terms (3)

Module 46: Contemporary Research on Personality – pg. 475 (5 points)

Assignment: Progress Test (28), Matching (5), & Key Terms (14)

Unit 14: Psychological Disorders –

Module 47: Introduction to Psychological Disorders – pg. 491 (3 points)

Assignment: Progress Test (14), Essay (1) & Key Terms (4)

Module 48: Anxiety Disorders – pg. 499 (3 points)

Assignment: Progress Test (13), Matching (6), & Key Terms (6)

Module 49: Dissociative and Personality Disorders – pg. 505 (2 points)

Assignment: Progress Test (6), Matching (5), & Key Terms (4)

Module 50: Mood Disorders – pg. 511 (3 points)

Assignment: Progress Test (14), Matching (5), & Key Terms (4)

Module 51: Schizophrenia – pg. 519 (4 points)

Assignment: Progress Test (13), Matching (6), & Key Terms (2)

Unit 15: Therapy –

Module 52: The Psychological Therapies – pg. 527 (7 points)

Assignment: Progress Test (33), Matching (12), Essay (1) & Key Terms (19)

Module 53: Evaluating Psychotherapies – pg. 541 (3 points)

Assignment: Progress Test (17), Matching (4), & Key Terms (2)

Module 54: The Biomedical Therapies – pg. 551 (3 points)

Assignment: Progress Test (12), Matching (6), & Key Terms (6)

Unit 16: Social Psychology –

Module 55: Social Thinking – pg. 559 (3 points)

Assignment: Progress Test (9), True-False (3), Essay (1) & Key Terms (6)

Module 56: Social Influence – pg. 565 (4 points)

Assignment: Progress Test (16), Matching (7), True-False (5), & Key Terms (8)

Module 57: Antisocial Relations – pg. 573 (4 points)

Assignment: Progress Test (19), Matching (6), & Key Terms (12)

_____ Module 58: Prosocial Relations – pg. 583 (4 points)

Assignment: Progress Test (16), Matching (3), & Key Terms (12)

Final Thoughts.

This should be a great year! The key to success is to complete the reading assigned and participate in class discussion. There is a lot of reading in this class (we will read the whole text book plus additional material) which requires a decent commitment of time. We can help with reading comprehension as well as successful note taking skills individually.

We expect everyone can excel in this class – it definitely highlights information that is both engaging and meaningful. We are relatively flexible in teaching styles, methods, and approaches and am open to suggestions as necessary. Multiple methods of conveying information will be used to keep the approaches interesting and varied so as to reach everyone.

CHECK THE WEBSITE REGULARLY.

I am looking forward to a wonderful year. If there are any concerns, please do not hesitate to email me. Email is the most efficient way to reach me. Here is to a wonderful year!

Sincerely,

Mr. Eric Vanderleest

courtney.james@

AP Psychology Instructor

East Kentwood High School

6230 Kalamazoo Ave.

Kentwood, Mi. 49508

School Phone: 616.698.6700 X42653

AP PSYCHOLOGY Due _________________

STATEMENT OF EXPECTATIONS AND CONSENT OF MATERIAL

Please return this sheet with all the information completed.

AP Psychology surveys the meaning of being human by analyzing and comparing different human behaviors and mental processes. I have read and asked all necessary questions regarding the content of this course. I fully understand that we will cover sensitive and controversial topics through our study of different human behavior. Such material may cover issues of:

Socialization, gender, race, ethnicity, religion, drug use, sexuality, sexual orientation, psyco-social-sexual development, sports, mental illnesses, violence, marriage, language (and explicit language), politics, environment, cultural relativism, and more. We will do this through discussion, reading, and film.

Should I object to the material or find it too sensitive, I can and will write an explanation stating the reasons why and seek an alternative assignment without any penalty.

Furthermore, I fully understand and expect this course to parallel a rigorous college introductory course. I agree to self-study, complete summer assignments, work in study groups, and turn in work in a timely fashion.

I have read and understand what is expected of me. I agree to adhere to the protocol set forth in the syllabus. This includes the missed work, behavior, journals, and all academic responsibility. I understand it is my responsibility to seek any additional clarification(s) from the instructor

If there are any concerns, please direct via email to courtney.james@ or chad.bays@ accordingly.

________

Student Name Date Grade

Student Signature

Parent/Guardian Name

Parent/Guardian Signature Date

Complete Reverse Side

Student Information –

must be completed and turned in by the first week of school.

Student Info:

Student Name

Do you have consistent email/internet access at home? Yes No If No, Explain: _________

Anything I should know (concerns/allergies/learning issues etc. – will be confidential):

What activities are you involved with?

What other courses are you taking?

Why did you elect to take AP Psychology?

Parent(s)/Guardian(s) Info:

Parent(s)/Guardian(s) you live with:

Home Phone Cell

Email Cell

-----------------------

Mr. Chad Bays

chad.bays@

AP Psychology Instructor

East Kentwood High School

6230 Kalamazoo Ave

Kentwood, MI 49508

School Phone: 616.698.6700 x42654

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