Course Syllabus

AP Psychology_Syllabus 2016-2017_Rowley.pdf

AP PSYCHOLOGY SYLLABUS 2016-2017

Instructor: Dr. Steven Rowley, Ph. D.

Email address: srowley@psd1.org

Phone: (509) 547-5581 Website: www.edmodo.com Group code: vegiac

Website: www.appsychologydrrowley.wordpress.com

INTRODUCTION This course is designed for students who wish to experience a college-level introductory course in Psychology and to prepare for the rigorous AP Psychology exam in May. Psychology is the study of behavior and mental processes. The origin of the field of psychology comes from Biology, Philosophy, and Physiology. The fundamental questions of “Why do people behave the way that they do in certain situations?” and “How can people change their behaviors?” will be addressed during the course. Methods of research (including statistics) will be introduced in AP Psychology. Students will learn about the methods psychologists use in their research and practice. Many fields of interest within Psychology will be covered throughout this introductory course such as Personalities, Altered States of Consciousness (sleep, dreams, and hypnosis), Learning, Abnormal Behavior, Social Psychology, and Sensation & Perception. Most importantly, students are expected to develop their critical thinking skills throughout the course, while building their reading, writing, and discussion skills.

COURSE OBJECTIVES: The course is taught at the collegiate level and student study habits should reflect this fact. The following are the course objectives:

 Demonstrate an understanding of theoretical perspectives in psychology, research methods, terminology, and concepts in psychology.

 Improve writing skills in regards to psychological content and technical aspects of writing.  Critically evaluate psychological issues presented to them in class.

COURSE GOALS:

• Utilize a variety of study aides to increase overall memory level

• Analyze and research controversial psychological issues

• Review scholarly publications in the field of psychology

• Think critically and logically about research findings using psychological terms

• Evaluate strengths and weaknesses in their own academic performances

• Be critical consumers of scientific research

• Improve writing skills

• Compare scholarly publications

• Synthesize data

• Analyze, interpret, and respond to stimulus-based data including charts, graphs, cartoons, and quotes

• Discuss both historical and contemporary psychological issues and psychology-related events.

TEXTBOOK: Myers, D.G. (2004). Psychology (8th ed.). New York, NY: Worth Publishers.

SUGGESTED SUPPLEMENTAL RESOURCES:

McEntarffer, R. & Weseley, A.J. Barron’s how to prepare for the AP psychology advanced placement exam. (2nd ed.). Hauppauge, NY: Barron’s Educational Series, Inc. Publication Manual of the American Psychological Association (5th or 6th edition).

 APA style reference information can be assessed and formatted FREE OF CHARGE online at www.apastyle.org.

 Dictionary of Psychology

 College Board Website: www.collegeboard.com

Maitland, L.L. & Hannah, P. 5 steps to a 5: AP psychology. New York: McGraw-Hill. MATERIALS NEEDED:

 1” 3-ring binder

 Notebook paper

 Copy paper

 Standard blue/black ink pens

 Highlighter pens (at least 2)

 USB flash drive

 Access to internet (MANDATORY – must be able to research and email during the school week and on weekends!) Full Year Course plan I. Introduction, History of Psychology and Schools of Psychological Thought 1. Intro lecture on the Origins and History of Psychology (Philosophy, Logic, Scientific method) 2. Group research and presentations on the “Schools of Psychological Thought”

 Functionalism, Key figure  Structuralism, Key figure

 Psychodynamic, Key figures

 Behaviorist, Key figures

 Humanist, Key figures

 Cognitive, Key figures

 Biological, Key figures 3. Reading/ Article and reflection about BF Skinner and Behaviorism 4. Introspection activity and bias in research reading (Monty Hall demo) Sample Articles and or Readings. Early investigations into Psychological Oddities, The Brain as an iPod, Shaping contest for the Mind II. Research methods, Ethics and Statistics 1. Intro lecture on Types of Research methods (Naturalistic observation, Case Study, longitudinal study, Survey, Experiment) 2. Hypothetical Case Studies of Ethical Dilemmas (code of ethics, human and animal) 3. Elements of Experimentation in groups explain the following, Bias, Variables, groups, methods of Sampling, single vs. double blind studies. 4. Compare correlations, Statistics, Measures of central tendency and of Variation. (scatter plots, histograms, range, descriptive vs. inferential) 5. Sample Articles and or Readings. Ethical Dilemmas III. Biological Basis of Behavior 1. Intro Lecture on Neurons, nervous system organization & pamphlet project on Neurological diseases 2. Phineas Gage story leading into the lobes / structure of the brain 3. Brain damage investigation activity (association areas left vs. right brained) 4. Neurotransmitter and hormone (endocrine system) guided notes 5. Lobotomy “Demonstration” with Practice Free Response 6. Sample Articles and or Readings: Why Is She Numb? Excerpts from Surviving the Extremes: What Happens to the Body and Mind at the Limits of Human Endurance by Kenneth Kamler, Girl with Half a Brain, (split brain studies)” My Genes Made Me Do It, Samples from Dr. Penfield’s book. IV. Sensation and Perception 1. Intro Lecture, Reintroduction to the mass between our ears a. How the brain gathers info (with review of J.N.D., thresholds, Signal Detection, Sensory adaptation) b. Intro to the Senses (with sensation vs. perception) 2. Vision and illusion group research, explanation and presentation (Young–Helmhotlz / opponent-process, cues, depth perception) 3. Hearing, (pitch perception) balance and touch 4. Smell and taste Lab (J.N.D. in action / Thresholds in action) 5. How we view the world.  Gestalt and illusions  Top down vs. Bottom up processing article and discussion  Blindfold Challenge Lab conclusion activity  Impact of attention  Sample Articles and or Readings: A mingling of the senses V. States of Consciousness 1. Intro Lecture, Sleep, Sleep Deprivation and The mind off in its own world 2. Sleep and Dream (stages, REM / NREM, Circadian cycles, dream interpretation, disorders) 3. Day dreams and Awake altered states  Hypnosis  Meditation  Drug Effects on Consciousness 4. Drugs and the Brain, Fact sheet activity and presentation 5. Sample Articles and or Readings: Benefits of Meditation and Hypnosis and Pain Suppression VI. Developmental Psychology 1. Infancy and Childhood  Intro lecture on development in Infancy and Childhood (physical & cognitive)  Timeline of typical life and personal past including social dev. (Stage theorists, Freud, Erikson, Piaget, Kohlberg)  Parenting styles activity (attachment theory, Ainsworth)  Moral development reading and discussion  Stage Theory vs. continuous B. Adolescence  Adolescence guided notes o Physical o Social & Gender roles  Gender role activity  Music and the Adolescent activity  Free Response practice on the development of the “teenager” C. Adulthood, old age & Death and Dying  Guided notes on Physical changes  Ageism research and presentation  Timeline of typical life and goals for future (Kubler-Ross, Levinson) D. Sample Articles and or Readings. The Methuselah Report, The Overbooked Child, Preschool puberty and a search for the causes, Nation of Wimps, The Rise and Decline of the teenager, The Pill Paradox, Locked In, VII. Motivation and Emotion and Stress I 1. Touching the Void Reading and/or movie essay assignment  Theories of Motivation, analyzing which theories work for what situations (Instinct, drive – reduction, cognitive, arousal, incentive)  Biological and Social Motives, how they differ, their importance (hunger, thirst, reproduction, pain)  Theories of Emotion (James- Lange Theory, Cannon- Bard Theory, Two Point Theory (A.K.A. Schachter– Singer Theory)  Introduction to stress and its direct effects on the body (G.A.S., biological / physical) 2. Sample Articles and or Readings. Excerpts from Joe Simpson’s: Touching the Void. VIII. Personality Theories 1. Intro lecture on Freudian Psychoanalytic theory and its basis  Defense Mechanism Picture books (demo of Jungian theory)  Biographical study of Sigmund Freud 2. Group work and Presentations on Trait Theory (G. Allport, R. Cattell, H.Eysenck etc..) 3. Guided notes on other personality Theories and Assessment techniques (Behavioral, Social learning, Humanistic, Cognitive) 4. Sample Articles and or Readings: Am I normal?; Type T personalities; Are you a risk taker?; and What I meant to say IX. Thinking and Language 1. Intro lecture on Thinking and Reasoning (nature of concepts and prototypes) 2. Problem Solving and Creativity (trial and error, algorithms, heuristics, & insight) 3. Language storybook (phonemes, morphemes)  Grammar  Language Development  Language Acquisition and how language effects thought  Animal communication and cognition 4. Sample Articles and or Readings: Looking for A Sign; selection from Jabberwocky X. Learning 1. Intro demonstration w/explanation of Classical Conditioning (intro w/ Pavlov) 2. Student designed C.C. Comic Strip (vocab terms of Classical Conditioning) 3. Guided Notes lecture on Operant Conditioning and biological factors (refer back to intelligence) 4. Group work and Presentation on other theories of learning (observational, latent, social etc… includes learned helplessness) 5. “How To book” assignment demonstrating understanding of learning concepts (reinforcement/ punishment, schedules of reinforcement, token economy, behavior modification, self-control, shaping & chaining, review back to “self- actualization”) 6. Sample Articles and or Readings: Superstitious Pigeons and Learning How to Unlearn Fear XI. Intelligence, Testing and Individual Differences 1. Project on designing a test that measures the following  Theories of intelligence / defining intelligent behavior (origins, Binet)  Measuring intelligence / Intelligence tests  Reliability and Validity (of tests)  Standardization and Norms (of tests)  Bias in Testing and Ethics  Nature vs. Nurture in Intelligence 2. Group work on topics and key figures (individuals) from Testing and Intelligence (Binet, Gardner, Sternberg, Thurstone, and Spearman) 3. Free Response practice on Reliability and Validity, testing 4. Sample Articles and or Readings: A Multiplicity of Intelligences and The General Intelligence Factor XII. Memory 1. Intro lecture on biology and structure of Memory 2. Encoding, Storage and Retrieval 3. Long-Term Memory  Retrieval Cues  Flashbulb memory activity  Recall vs. Recognition competition activity 4. Forgetting  Proactive vs. Retroactive interference  Theories of Decay  Mnemonic Devices 5. Sample Articles and or Readings: Remembering Details; Flashbulb Memories; and Recreating Memory XIII. Abnormal Psychology 1. Intro lecture; Flashback to aspects of Personality and what is “normal” / Define abnormal. (DSM-IV, introduce research topics – overview of disorders) 2. Major disorders  Student research projects See description in Major Assignments and Projects (Anxiety disorders, Somatoform disorders, Mood disorders, Schizophrenic disorders, Organic Disorders, Personality Disorders, Dissociative disorders)  Student Presentations and Fact sheets (same topics as above) 3. Societal Views of Mental Disorders discussion and debate 4. Sample Articles and or Readings: Manic Depressive Illness and Creativity; Depression’s Double Standard; selections from Girl, Interrupted; One Flew Over the Cuckoo’s Nest, and other student selections from presentations. XIV. Treatment of Psychological Disorders 1. Approaches to treatment of Mood and Major Disorders 2. Therapies, Psychoanalytical, Humanistic, Behavioral, Biomedical (role of values and culture)  Group therapy  Drug therapy  Psychosurgery  ECT (shock therapy)  Preventative approaches 3. Sample Articles and or Readings: The Placebo Effect XV. Social Psychology 1. Intro Lecture overview of Social Psychology / Social Influence  Conformity  Compliance  Obedience  Group Dynamics  Attribution process 2. Prejudice and Discrimination & Positive and Negative Social Behavior (group dynamics, altruism, social norms, organizational behavior, aggression /Antisocial behavior) 3. Social Cognition, Advertising and Psychology 4. Sample Articles and or Readings: The Wave and Mean Girls XVI. Stress [Part II] 1. Re-Intro to stress and its effect on the body (Mental)  Mental illness and stress  Mental and Physical connections of stress, article and response discussion  Coping with stress 2. Sample Articles and or Readings: Stress, it’s worse than you think, and Packet of short articles on stress effects. Major Assignments and Projects 1. Motivation and Emotion Assignment “Touching the Void” (see topics in Motivation and Emotion section) 2. Midterm Vocabulary Test (see assessment procedures) 3. Abnormal Psychology Research Presentation; Alone or with a partner students research and deliver a presentation about a particular disease, disorder or category of mental illness. Students must include a fact sheet, quotes from a person or character who has the disorder and a visual aid in their presentation. Fact sheet info is included in the chapter test for this section of the course. 4. Altered States Drug Pamphlet and Presentation or “Mice on Drugs” task; done during the section about States of Consciousness, this presentation can be done alone or with a partner. Students must research and deliver a presentation and pamphlet about the origins, history, effects, addictive properties, withdrawal symptoms, and treatment methods of a specific or particular class of drugs. TEACHING STRATEGIES Although this course requires some lecture, students will be expected to play a large role in their own learning process through analysis, critical thinking, writing, research, debate, accountable group talk, and presentation. Students will be given multiple opportunities to practice taking a public released AP Psychology Exam during the course in preparation of the ultimate goal of passing the exam in May with a score of 3, 4, or 5. The AP Psychology exam is a comprehensive exam, covering all material and concepts studied during the course. Students have an opportunity to complete a summer assignment, which will count toward their 1st quarter report card grade. STUDENT EVALUATION  Quizzes will be periodically given on reading assignments and vocabulary. Extensive reading and vocabulary review are paramount to the success to the AP Psychology student and will be consistently stressed.  Test format: multiple choice and free-response (essay) questions  Homework – most homework will consist of defining terms, researching, and reading. Written homework will be given a deadline that will be strictly adhered to.  Group Class Work – assignments will be given periodically where 2 or more students are required to collaborate and give a class presentation or turn in final work. Group learning is an important component of the class structure which teaches the tenets of cooperation and social interaction in the learning process.  Individual Class Work  Individual/Group Projects – these assignments may or may not require research or work at home  Grading Rubrics will be handed to each student at the time the assignment is given and can be accessed via the class website.  Semester Exam – a requirement of the AP Psychology course and will be comprehensive for all material covered during the 1st semester.  Final Exam – a requirement of the AP Psychology course and will be comprehensive for all material covered during the entire year. This exam is in addition to the AP Psychology Exam given in early May. GRADING SCALE: ***Parents and students are advised that if a student is not earning a passing grade by the issuance of the 1st Quarter progress report, a parent-teacher-student meeting will be scheduled to discuss a strategy for how the student can be successful in this course. Class Work (writing, group, and individual assignments): 25% Homework: 25% Reading & Vocabulary Quizzes: 20% PROJECTS, UNIT TESTS and SEMESTER & FINAL EXAMS: 30% DISHONESTY AND PLAGIARISM Dishonesty on a class assignment (i.e. homework, classwork, quiz, test) includes any occasion that a student passes another students work off as their own or gives another student an answer or his/her work to be passed off as their own. Plagiarism is the passing off of any research information for a project, presentation, or paper as one’s own without proper documentation. Plagiarism includes word-for-word copying or paraphrase information that is not common knowledge without proper documentation. (See the class website for the APA reference style.) Any incident of dishonesty or plagiarism on any given work will result in a zero on the assignment, and parental/guardian notification via email or phone and powerschool notes.  PLEASE NOTE THAT PARENTS AND STUDENTS CAN NOW ACCESS THE STUDENT’S GRADES  ATTENDANCE/TARDIES, AND CLASSROOM BEHAVIOR CONCERNS DAILY THROUGH POWERSCHOOL. PLEASE USE THIS RESOURCE! PARENT INFORMATION & SIGNATURE FORM (Please return this completed form for a homework grade!)

 It is important that we establish the best educational opportunities for your student from the beginning of the school year. Below please indicate any concerns you may have about your student in this class (i.e. location of his/her desk in the classroom, vision/hearing problems, learning disabilities, behavioral issues, medical issues, etc.). Knowledge of this information will help me to address those issues or concerns as early as possible. Please note that this parent information and signature form will be kept confidential and will only be shared with administration, if needed.

Dr. Rowley's English Classes: Social Contract 2014-2015 I _____________________________, a member in the class of ____Dr. Rowley______, hereby commit to being a responsible member of the class, and doing what it takes to learn, grow, and help others learn and grow. I have been part of our collective process for creating our social contract on ___________________. I understand and commit to the following principles:

 We bring necessary and required materials to class every day

 We are seated and ready to begin class on time

 We follow all rules and directions we have agreed to follow in the beginning of the school year

 We respect ourselves and we respect others. This is shown in our attention and listening; In our positive and cooperative discourse, in our attention to the needs of others, and by only expressing positive intention to others in the class.

 We are responsible. This is shown in our preparedness. It is shown in the choices that we make. We do our part to make the class a better group and a better place to be during the day.

 We do our best. This is shown in making a consistently excellent effort all day long. We do our best when things are easy and when they are difficult. We persist even when we are tempted to quit on ourselves or others. Interventions:

 A yellow card is a caution for the student who may be violating one or more of his/her own agreements. Consecutive yellow cards in the same week are equal in value to a red card.

 A red card is an intervention that required a consequence on the part of the student, whether it be:

 Detentions [Time]

 Counseling [Conscience]

 Service [Action]  Contrition [Apology]

 Reflection [Written Recognition and Renewed Commitment] Reinforcements:

 Purposeful Action: We say what we mean and we mean what we say, AND we speak directly to our intended listener. We refrain from gossip because it is of negative intent.

 Positive Recognitions: When we are in the midst of excellence we announce it...and when we are surrounded by futility, we recognize that too in an affirmation for our own improvement.

 Clarifying Statements: Rephrasing the rule and the expectation to make meaning with students such as, “We teat others the way we would wish to be treated on a good day”.

 Mantras: “In this class, “In this class, there are only hard working, intelligent students.” Mantras are words that can translate into actions eventually. Even if they are far from a realistic assessment at first, they will become actualized over time.

 Clarifying Questions: “What is the consequence, if we do not finish our work during class?” or “What is the expectation when we are at the computer?” These help the students recall the aspect of the social contract without being told. They breed accountability and self-reflection.

 Warnings: Use when an expectation, rule, policy or consequence is new and unfamiliar; after that they only weaken the cause-and-effect relationship that gives the social contract much of its power. Teacher Commitment:

 I will commit to being prepared to teach thoughtful, purposeful, and academically valuable lessons.

 I will commit to respect all students for who they are and mentor them in their pursuit of personal, social, and academic goals.

 I will be understanding and reasonable in situations of conflict and seek to resolve each with compassion and the goal of reinforcing learning and positive outcomes.

 I will invest in knowing all students assigned to me for the year and build a positive relationship with each individual student.

 “I need to let you know that I will do my best to be fair to each and every one of you in this room, which means two people might get different consequences for breaking the same rule if I think that they need different things to not make the same mistake again. If you ever think there is a better consequence for you than the one you have been provided, let me know what you think it is, and I will be happy to listen. However, please do not complain about what happened to someone else, for I will not discuss someone else with you, and nor will I discuss you with someone else.”

Social Contract Agreement – Signature Page Students: I understand that my role in the social contract is to live up to my agreement, accept consequences when I do not, and work to become a more responsible person and contributor to the class. I understand it is my obligation to know the expectations and consequences that have been developed by the class and teacher. I understand that I have a right to voice my opinion about any rule, expectation or consequence at any time. But I do accept that once they have been established, it is my responsibility to be accountable to them, or accept the consequences. By my actions and my signature below, I hereby commit to doing my best to fulfill my responsibility to the class and our social contract.