Ap Psychology Syllabus - TeacherWeb by okyestao


									                                            AP Psychology Syllabus

Teacher: Mrs. d’Ambrosi
Accessible Hours: Before school 6:50-7:05; planning A days 2th block and B days 3rd block room H90
Telephone: 353-2025 ext 807140
Email: dawndambrosi@yahoo.com (preferred contact)
Website: http://teacherweb.com/TN/Hillwood/dAmbrosi

Course Goals

The goal of this course is to give the students an in-depth understanding of the systematic study of psychology,
the basic themes of psychology and the influence of the various theories in regard to human development and

        Students will develop a perspective that allows them to understand such aspects of life as human
         behavior, identity, and individual development, etc.

        Upon completion of the course, the students will be able to demonstrate their understanding of the
         major approaches to psychology as well as the diversity of each perspective, focusing primarily on
         biological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives theories.

        Students will apply their knowledge of psychology as an empirical science to plan, design, enact and
         analyze their own psychological study while adhering to clearly stated moral and ethical expectations
         as established by the American Psychological Association.

Course Requirements: These goals will be accomplished through a variety of assignments. These
assignments include: unit exams, quizzes, papers, writing assignments, essays, projects, in-class activities,
speeches, presentations, map work, binder work etc.

Cheating and plagiarism: Cheating and plagiarism will not be tolerated and a zero will automatically be given
on the assignment, along with notification to the office and parent.

AP Psychology Testing: All students are required to take the AP Test in May in order to stay in the AP
Psychology Class. The test fee is eighty-eight dollars.

Required Materials

The student should bring a writing utensil and three ring binder to class everyday (divided into sections for
notes, vocabulary, tests, projects and homework). Pencils are required on testing days. All other materials, such
as art supplies, will be provided in the classroom, or the student will be given advance notice. Additional
reading and/or review of books and journal articles will be based on teacher discretion and will be considered
enrichment of core content.

Grading Procedures

Grades will be assessed based upon the point system. For example, a test might be worth 100 points while a
quiz might be worth 10. Because vocabulary is so important in the field of psychology students will be required
to submit vocabulary assignments for each unit. Quizzes are administered frequently, at least once a week. The
quizzes range from using fill-in-the-blank, short answer, and/or multiple-choice questions. Exams will be given
at the end of each unit and will consist of at least 50 multiple-choice questions and one free-response question
in preparation for the AP exam. Additional assignments will be in the form of papers, writing assignments,
group projects, in-class activities, speeches, presentations, binder work etc. In addition, there are assigned APA
peer reviewed journal articles to read and critic every week. All assignments will be due on the date assigned.
The equivalent of 10% will be deducted each day the assignment is late unless proper justification is given (i.e.
death in the family, etc.) In such an instance, a new date will be assigned.

No assignment will be accepted after 3 days late for grading. A grade of zero will be assigned after three
days unless prior arrangements have been made with instructor.

No makeup work will be accepted the week of progress reports.

Extra credit and AP points will always be added at the end of the semester grading period and will not be
factored into senior exemptions for semester exams.

Grading Proportions

Below is a standards based grading system. This system is designed to allow comparison between a
student grade and the projected grade on the final AP Psychology exam in May. Each assignment will be
based on a standard/topic and each will be weighted according to the percentage of frequency on the AP
exam. The higher percentage of the topic on the AP exam the greater the weight. The goal of this system
is that it targets mastery of skills and provides a clear picture of the students’ progress towards mastery
of the content/standards of the course. In addition, this form of grading encourages students to learn the
skills of self assessment and guides their learning thereby differentiating instruction for each student. An
example; if Susie masters standards based on the topic Treatment/Abnormal Behavior and does not
master Social Psychology she will know that the area she needs to study is Social Psychology. This
provides the students constructive feedback. This feedback assists the students in guiding their studying
for the AP exam.

                                   Standards Based Grading
Speed          AP National Standards                               Topics
3                                                                  21st Century skills/Deadlines/Work
                                                                   Ethic/Problem Solving
3.1                                                                States of Consciousness (AP National
               Standard IVD                                        Standard
               Standard VA, VB                                     Treatment/Abnormal Behavior
               Standard IVE, VC                                    Social Psychology
               Standard IIB, IIC, IID                              Sensation/Perception/Motivation/Emotion
4.3            Standard IVA, IVC, IVB
5              Standard IIIA, IIIB                                 Developmental/Testing/Individual
               Standard IA, IIA                                    History/Approaches/Research/Biological

      When your child takes the AP test in May the following information will help.

      5 Extremely well qualified
      4 Well qualified
      3 Qualified
      2 Possibly qualified
      1 No recommendation

      AP Exam grades of 5 are equivalent to A grades in the corresponding college course.
      AP Exam grades of 4 are equivalent to grades of A–, B+, and B in college.
      AP Exam grades of 3 are equivalent to grades of B–, C+, and C in college.

Resources for Teaching AP Psychology
1. Text: Myers, D.G. (2006). Psychology. New York City: Bedford, Freemen, and Worth.

2. Supplemental resources

     a. AP sample Exams and additional resources provided by the College Board website

     b. Membership in American Psychological Association, Society for the Teaching of Psychology and
        Teachers of Psychology in Secondary Schools.

     c. Software:

               i. Exam View

              ii. Question writer interactive online quiz maker

              iii. Websites:

                      1. American Psychological Society - Teaching Resources

                      2. POSbase

                      3. Social Psychology Network

                      4. PBS Secret Life of the Brain Supplemental

                      5. NOVA Website on Mirror Neurons

                      6. FRONTLINE Videos

                      7. CBS News Videos

                      8. PsychMate

Homework Policy
Homework assignments are expected to be completed by the due date. I will not accept late homework unless
prior arrangements have been made.

Description of Course Requirements and Assignments:

1.     Textbooks – As noted above, there is one required textbook and several additional readings for this
       course. The purpose of the textbook and additional readings is to help you to further understand, think
       about, and expand your knowledge on some issues and areas that are of current importance to the field
       of psychology. As such, these texts are expected to help you advance your understanding of psychology
       (i.e., the fundamental goal of this course). The additional readings address the basics and fundamentals
       of Psychology. Its purpose is to help you to review and re-familiarize yourself with these areas.

2.     Unit notes – The purpose of these notes is to help in emphasizing and organizing the basic content that
       you are responsible for knowing in each unit. The notes also address some areas that are not covered in
       your texts. Therefore, be sure to give proper attention to both the text and notes. If there is anything
       addressed in the notes that you are not sure about, please contact me.

3.     Quizzes – Quizzes over the basics from each unit will be given each week. Questions will be a
       combination of multiple choice and true/false questions. These quizzes will help you to check how
       familiar you are with and how well you understand the basic content from each unit. Furthermore, they
       will help me to ensure that you have the requisite understanding of the fundamental content of each unit.
       Your quiz average will account for 10 percent of your overall course grade. If you have questions about
       any quiz content, please email or call me. We will use the quizzes and your questions about each quiz as
       a means for prompting discussion about Unit content for the week.

4.     Reflection papers – Students are expected to complete and present/discuss at class time reflection papers
       that address various topics that are important considerations in each unit of study. Entries will consist of
       your thoughts about and responses to questions I will present on the advanced topics that we will cover
       in each unit (as covered in your two required texts). The purpose of these entries is to allow you to
       reflect upon what prominent research has to say about these topics and to further organize your own
       thoughts and decisions about these issues. These entries do not need to be lengthy. Two to three
       double-spaced pages will suffice. The main requirement of these entries is that you must refer to
       evidence from the readings that support your stances, decisions, and commentary that you make. There
       are 13 reflection paper questions, but you are only required to complete a total of 11. Thus, you may
       skip a reflection paper on 2 different weeks. You may not skip a reflection paper on two successive
       weeks, so skip wisely! You will turn in each reflection paper to me at class. You must also submit an
       electronic copy.

5.     Academic word lists-There will be a distributed word list consisting of academic terms and meanings to
       assist students in their understanding of specific criterion/words to be used in essay responses.
       Vocabulary Quizzes will be over the words on this list and will be seen multiple times for maximum

6.     Examinations – There will be a minimum of one midterm and a final a semester consisting of essay
       questions. On each test, you will respond to three to four questions among a series of five to six
       questions. Tests count more and therefore you must study for them over time and not the night before.

7.     Current Issues in Psychology – You will be required to select a current issue related to psychology each
       week that you will study on your own throughout the year. I have provided a list of current issues from
       which you may choose, but you are free to choose anything else that interests you. The only
       requirement is that the issue you pick should be related to the field of psychology and one of the units
      we will or have studied. From your research of the topic, you will be required to turn in five annotated
      bibliographies that revolve around your topic. An annotated bibliography is a brief synopsis and
      discussion of scholarly research that has been published in scholarly journals (not websites!) no earlier
      than 1995. At least three of your annotated bibliographies must address articles that report empirical
      research findings (i.e., an article that has methods, results, and discussion sections) and your remaining
      entries may be theoretical reviews and recommendations. A list of appropriate journals is included later
      on this syllabus which is also posted on my website. On my website you will find an example of the
      format of annotated bibliographies. Each annotated bibliography should be no longer than 1.5 double-
      spaced pages in 11- or 12-point font. You will present your findings to your peers on Friday. Your
      grade on this project will account for 20 percent of your course grade.

Classroom Procedures

    Leaving the class: Each student is encouraged to use the restroom prior to class. Students will not be
   allowed to go to their locker due to failure to bring their book to class. Leaving the class under any other
   conditions will not be permitted unless under emergency circumstances (illness, injury, etc.). Emergencies
   will be interpreted by the teacher.

    Emergency situations: Each student will follow the school policy in regards to tornado drills, fire drills,
   etc. The school policy will be posted on the wall in the front of the room.

    Starting / Ending class and taking up homework: The school tardy policy will be enforced. Each
   student must be in his/her seat prior to the bell ringing. Class will start promptly after the bell rings. After
   the roll, the will collect homework all homework turned in after the beginning of class will be penalized.
   The teacher will also signify the end of each class, not the bell. The teacher will take any remaining
   questions and then let the students know that the class has been completed.

    Getting the teacher’s attention: The student should raise his/her hand to get the teacher’s attention. If
   attention cannot be obtained in this manner, the student may call the teacher’s name.

    Bringing books and supplies: The textbook, a writing utensil, and a binder are required each day. You
   will receive an employability grade based on preparedness and participation in class.

    Make-up work: It will be the student’s responsibility to retrieve his/her missed homework. This
   should be done at the beginning of the period or at the end of the period, not in the middle. Make-up
   work will be due 3 days after the absence, depending on which day the class meets.

    Discussing a problem with the teacher: The teacher will provide each student with a syllabus that
   contains the teacher’s planning period, after-school hours, and before-school hours. Students should visit
   the teacher during this time if possible.

Classroom Rules

              1.      Do not talk while I am lecturing, talking on the phone, talking to another
                      teacher or talking to a fellow student, giving instructions, giving a test,
                      giving a quiz, or showing a film.
             2.       Stay in your seat unless you have permission to move.
             3.       Treat your teacher and classmates with respect.
               4.      Do not use profanity or discuss topics inappropriate for school.
               5.      Stay awake.
               6.      Do not touch any computers in this room without permission.
               7.      Do not copy the work of others.
               8.      Do not talk across the room.
               9.      Do not play games in the computer lab.
               10.     All other school rules apply.

Homework Policy

Homework assignments are expected to be completed by the due date. I will not accept late homework unless
prior arrangements have been made.

Dress Code: Will be strictly enforced as stated according to school policy: see handbook.

Academic Honesty: All acts of dishonesty (i.e., plagiarism, cheating, representing another person’s efforts as
your own, etc) in any work constitute academic misconduct. Evidence of academic misconduct will result in
an F and subsequently result in possible suspension and a zero for the assignment.

Please Note:

Students are encouraged to contact me if they are having difficulty or any other problems in the
course. If you are struggling, worried, or confused, do not wait until it is too late to do anything
about it. Any feedback about the course or course assignments is welcomed. I will also glad to
discuss any other matters related to your education. Seek me out early and often and ask me for
help, advice, etc. I will be more than glad to help. That’s my job. It’s what I do!


WORK. All phones will be confiscated and picked up by parent if the student is seen or suspected of
using phone during instructional time. Students need to have all phones on silent while in the classroom.
Phones are allowed to be used during transition time and in lunch room.

The teacher reserves the right to employ any necessary consequence in instances that the teacher interprets to be
“severe” in nature.

Attendance / tardies: Attendance is very important, especially in block periods. The school policy in
accordance to attendance will be followed in this classroom. The student should consult the student handbook
to clarify these policies. Make-up work will not be given for unexcused absences. Tests and homework can be
made-up after all excused absences. The student will have 4 days to make up the work, from the day the class is
held. Please consult the teacher when making up exams. The school policy in accordance to tardies will also be
followed in this classroom. A student is considered tardy if he/she is not seated in his/her seat when the bell

Consequences for Tardies

       A.      After the student’s 2nd unexcused tardy, the teacher will call and notify parent.
       B.     After the student’s 4th unexcused tardy, the teacher will complete an office referral and an
       administrator will assign the student detention.

       C.     For all additional tardies, the teacher will refer the student to the office and schedule parent
       teacher conference.

Student Signature                                     Parent Signature               Date:
Course of Study:

Unit I: August 12-27 (2 weeks and 2-4% of AP Exam)
   a) History of Psychology, Research Methods, Statistics and Approaches
          1. Ethics and psychology
          2. Historical roots of psychology
          3. Research Methods
          4. Critical thinking and psychology
          5. Psychological Perspectives/Approaches
   b) Objectives
          1. Summarize the evolution of an APA ethics code with particular emphasis on the various studies
              that necessitated a need for these codes.
          2. Describe the ethical dilemmas faced by psychologists.
          3. Trace the roots of psychology and the major contributors to its creation as a social science.
          4. Describe the goals of psychology and outline the growth of psychology as a field of study.
          5. Discuss the major influences and theories in the early development of psychology.
          6. Analyze how the different perspectives attempt to explain human behavior.
          7. Compare and contrast the psychological perspectives and the impact these perspectives have on
              current theories in the field of psychology.
          8. Compare and contrast research methods (case, survey, naturalistic observation).
          9. Describe the various research methods used to study human behavior.
          10. Distinguish between longitudinal and cross-sectional studies.
          11. Compare and contrast the advantages and disadvantages of cross sectional and longitudinal
          12. Identify the various elements of experiments and design a sample psychological study based on
              accepted research methodology.

Unit II: September 1-30 (4weeks and 8-10% of AP Exam)
   a) Biological Basis of Behavior
            1. Genetics
            2. Nervous System
            3. Neurons and Neural Transmission
            4. Biophysiological Techniques
                 a. CT Scans
                 b. MRI
                 c. EEG
                 d. PET Scans
                 e. FMRI
            5. Endocrine System
   b) Objectives
            1. Identify and diagram the structure of a neuron.
            2. Explain the process of transmission of neural impulses.
            3. Describe the function of neurotransmitters and the potential impact they have on physical and
               mental health.
            4. Classify and explain the function of major divisions of the nervous system.
            5. Describe the functions of the brain structures and identify the four lobes of the cerebral cortex
               and their functions.
            6. Discuss the association areas of the brain and their specific roles in thought process.
            7. Describe and discuss the split-brain studies and their impact on our understanding of the brain
              and subsequent influence on brain research.
           8. Describe the nature of the endocrine system and its interaction with the nervous system.

Unit III: October 4-29 (3 weeks and 7-9% of AP Exam)
   a) Learning
          1. Classical Conditioning
          2. Operant Conditioning
          3. Cognitive Process in Learning
          4. Biological Factors
          5. Social Learning
   b) Objectives
          1. Describe the process of classical conditioning as demonstrated in Pavlov’s experiments with
          2. Explain and provide examples of the processes of acquisition, extinction, spontaneous recovery,
              generalization, and discrimination.
          3. Discuss the process of operant conditioning, including the procedure of shaping, as demonstrated
              by Skinner’s experiments and the operation of the Skinner box.
          4. Identify the different types of reinforcers and the various schedules of reinforcement.
          5. Identify and discuss the advantages and disadvantages of each schedule of reinforcement.
          6. Discuss the importance of cognitive processes and biological predispositions in conditioning.
          7. Discuss and analyze the effects of punishment on behavior as well as the advantages and
              disadvantages of usage.
          8. Describe the process of observational learning as illustrated in Bandura’s experiments.

Unit IV: November 3-30 (4 weeks and 8-10% of AP Exam)
   a) Cognition (Memory)
         1. Memory
         2. Language
         3. Thinking
         4. Problem Solving and Creativity
   b) Objectives
         1. Describe memory in terms of information processing, and differentiate among sensory memory,
             short-term memory, and long-term memory.
         2. Differentiate between automatic and effortful processing.
         3. Explain the process in which information is encoded within memory.
         4. Describe long-term memory in response to encoding, processing and retrieval of information.
         5. Differentiate between implicit and explicit memory.
         6. Describe the importance of retrieval cues.
         7. Describe the evidence for the constructive nature of memory.
         8. Describe the nature of concepts and the role of prototypes in concept formation.
         9. Discuss how we use various strategies such as trial and insight to solve problems.
         10. Explain how the representativeness and availability heuristics influence our judgments.
         11. Describe the structure of language and address how it impacts our perceptions and responses as
         12. Identify the stages of language developmental such as babbling.
         13. Explain how the nature-nurture debate is illustrated in the theories of language development.
         14. Discuss various theories and hypothesis for language acquisition and growth.

Unit V: December 1-15 (3 weeks and 7-9% of AP Exam)
     a) Developmental psychology
         1. Life-Span Approach
         2. Research Methods
        3. Heredity–Environment Issues
        4. Developmental Theories
        5. Dimensions of Development
        6. Sex Roles, Sex Differences
     b) Objectives
        1. Discuss prenatal development and impact of nature vs. nurture on healthy development.
        2. Describe the benefits of a secure attachment and the impact of parental neglect and separation on
           childhood development.
        3. Discuss the elements which shape our behavior from conception to death in terms of physiology,
           biology and social development.
        4. Chart changes in physical, social, and cognitive areas as an individual develops.
        5. Discuss and analyze the theories of Piaget, Erikson, and Kohlberg.
        6. Describe the early development of a self-concept.
        7. Examine the influences of heredity and environment interacting with a complex human organism
           across time.
        8. Identify and discuss the various contemporary theories of human development.
        9. Identify the experimental designs used to determine the factors that influence human development.

Unit VI: January 5-21 (3 weeks and 6-8% of AP Exam)
   a) Sensation and Perceptions
         1. Thresholds
         2. Sensory Mechanism
         3. Sensory Adaptation
         4. Attention
         5. Perceptual Processes
   b) Objectives
         1. Compare and contrast the processes of sensation and perception.
         2. Differentiate between absolute and difference thresholds with emphasis on Weber’s law, Fechner’s
             law and Steven’s power law.
         3. Diagram of the parts of the eye and ear and notate each function.
         4. Describe the operation of the sensory systems and the impact they have of individual perceptions.
         5. Describe the Signal Detection Theory.
         6. Discuss Gestalt psychology’s contribution to our understanding of perception.
         7. Discuss current and past research on depth perception and cues.
         8. Discuss the Gate Control Theory on pain control.

Unit VII: January 24-Febuary 4 (2 weeks and 2-4% of AP Exam)
   a) States of Consciousness
         1. Sleep and Dreaming
         2. Hypnosis
         3. Psychoactive Drugs
   b) Objectives
         1. Describe the Circadian rhythms cyclical nature.
         2. Explain the function of sleep and the possible ramifications lack of sleep has on daily functioning.
         3. Compare and contrast the various differences between NREM and REM
         4. Identify the major sleep disorders and possible treatments.
         5. Discuss the content and possible functions of dreams.
         6. Describe the process of hypnosis, noting the behavior of hypnotized people and claims regarding
             its uses.
         7. Discuss the nature of drug dependence and its potential effect on an individual’s ability to
         8. Identify and chart the various names and effects of depressants, stimulants, and hallucinogenic
             drugs with particular emphasis on the physiological and psychological effects.

Unit VIII: February 11-25 (3 weeks and 6-8% of AP Exam)
   a) Motivation and Emotion
         1. A. Biological Bases
         2. Theories of Motivation
         3. Hunger, Thirst, Sex, and Pain
         4. Social Motives
         5. Theories of Emotion
         6. Stress
   b) Objectives
         1. Define what constitutes universal emotional expression and identify various studies researching
             this concept.
         2. Define what constitutes motivation and identify various key motivational theories.
         3. Discuss psychological and cultural influences on hunger and aggression.
         4. Define various types of motivation such as intrinsic, extrinsic, conscious and unconscious
         5. Identify the various theories of emotion and the impact these theories have on individual response
             or perception of emotion.
         6. Describe the physiological changes that occur as a result of emotional arousal.
         7. Discuss the catharsis hypothesis and discuss the various biological responses to stress such as fight
             or flight.
         8. Discuss Maslow’s Hierarchy of need and the impact lower levels have on an individual’s ability to
             become self-actualized.

Unit X: February 28-March 4 (2 weeks and 5-7% of AP Exam)
   a) Testing and Individual Differences
         1. Standardization and Norms
         2. Reliability and Validity
         3. Types of Tests
         4. Ethics and Standards in Testing
         5. Intelligence
         6. Heredity/Environment and Intelligence
         7. Human Diversity
   b) Objectives
         1. Summarize the origins and limitations of intelligence testing.
         2. Describe the nature of intelligence and the tools used to measure various forms of intelligence.
         3. Identify the factors associated with creativity.
         4. Compare and contrast aptitude and achievement tests.
         5. Chart the advantages and disadvantages of using particular intelligence tests.
         6. Describe test standardization and differentiate between reliability and validity of intelligence tests.
         7. Describe the two extremes of the normal distribution of intelligence.
         8. Discuss the concept of bell cure and standard deviation.
         9. Discuss evidence for the argument of nature versus nurture influences on intelligence.
         10. Discuss and evaluate whether intelligence tests are skewed and have a culturally bias element.

Unit XI: March 7-31 (2 weeks and 5-7% of AP Exam)
   a) Personality
          1. Personality Theories and Approaches
          2. Assessment Techniques
          3. Self-concept/Self-esteem
          4. Growth and Adjustment
   b) Objectives
         1. Describe personality structure in terms of the Psychoanalytic Theory with emphasis on the
             interactions between the id, ego, and superego.
         2. Explain how ego defense mechanisms operate to protect the individual.
         3. Describe the contributions of the neo-Freudians such as Jung, Erikson and Adler.
         4. Explain how personality inventories are used to assess traits.
         5. Discuss the impact of the Person-Situation Debate of trait theorist perspective of continuity of
         6. Describe the humanistic perspective of personality in terms of Maslow’s focus on self-
             actualization and Rogers’ emphasis on people’s potential for growth.
         7. Describe the Implicit personality theory and Fundamental attribution error.
         8. Describe the social-cognitive perspective on personality.
         9. Discuss the consequences of personal control, learned helplessness, and optimism.

Unit XII: April 1-21 (2 weeks and 7-9% of AP Exam)
       a) Abnormal Psychology
           1. Definitions of Abnormality
           2. Theories of Psychopathology
           3. Diagnosis of Psychopathology
           4. Anxiety Disorders
           5. Somatoform Disorders
           6. Mood Disorders
           7. Schizophrenic Disorders
           8. Organic Disorders
           9. Personality Disorders
           10. Dissociative Disorders
       b) Objectives
           1. Trace the treatment of psychological disorders from past to present with emphasis on diagnostic
               tools, past treatments, current treatments, stigmatization and stereotypes.
           2. Identify the criteria used to diagnose psychologically disorders as well as the indicators of
               abnormal behavior.
           3. Describe the medical model of psychological disorders and the aims of DSM as pertains to
               diagnosis and treatments.
           4. Discuss and evaluate the potential issues which can arise through the use of diagnostic labels.
           5. Describe and chart the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive
               disorder, and posttraumatic stress disorder.
           6. Describe and explain the development of various mood disorders.
           7. Describe the various symptoms and types of schizophrenia, organic and personality disorders.
           8. Describe the characteristics and possible causes of Dissociative disorders.

Unit XIII: April 25-May 6 (2 weeks and 5-7% of AP Exam)
   a) Treatment of Psychological Disorders
           1. Treatment Approaches
           2. Modes of Therapy (e.g., individual, group)
           3. Community and Preventive Approaches
   b) Objectives
           1. Discuss the primary goal of psychoanalysis and its effectiveness as a treatment form.
           2. Identify the basic characteristics of the humanistic therapies and the advantages and
               disadvantages to its use.
           3. Identify the basic assumptions of behavior therapy and the advantages and disadvantages to its
           4. Describe the assumptions and goals of the cognitive therapies and the advantages and
              disadvantages to its use.
           5. Discuss the benefits of group therapy and family therapy as a holistic approach to treatment.
              Discuss the role of values and cultural differences in the perception of therapy and its effect on
              the therapeutic process.
           6. Identify the common forms of drug therapy and describe when and how they are used.
           7. Evaluate the use of electroshock as an effective therapeutic tool.

Unit XIV: May 9-25 (3 weeks and 8-10% of AP Exam)
   a) Social Psychology
           1. Group Dynamics
           2. Attribution Process
           3. Interpersonal Perception
           4. Conformity, Compliance, Obedience
           5. Attitudes and Attitude Change
           6. Organizational Behavior
           7. Aggression/Antisocial Behavior
   b) Objectives
           1. Describe the importance of attribution in social behavior.
           2. Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory.
           3. Discuss the results of Asch’s experiment on conformity.
           4. Discuss the results of The Stanford Prison Study.
           5. Discuss the Bystander Effect and Kitty Genovese.
           6. Discuss the Robbers Cave Experiment on conflict.
           7. Describe Milgram’s controversial experiments on authority and obedience.
           8. Discuss how group interaction can lead to polarization and groupthink.
           9. Describe the various factors that contribute to the persistence of cultural, ethnic, gender
               prejudice and discrimination.
           10. Discuss the issues related to aggression and reward theory of attraction.
           11. Explain altruistic behavior in terms of social exchange theory and social norms.
                           Acknowledgement of Classroom Documents Receipt

Hill wood High School
400 Davidson Rd
Nashville, TN 37205

To Whom It May Concern,

I hereby acknowledge the receipt and acceptance of the terms of the following documents for

1. Syllabus
2. Movie Permission Slip
3. Honesty Policy
4. Classroom Rules and Expectations
5. Course of Study

____________________________          Date:
[Student Signature]

____________________________          Date:
[Parent Signature]
Academic Honesty: All acts of dishonesty (i.e., plagiarism, cheating, representing another person’s efforts as
your own, etc) in any work constitute academic misconduct. Evidence of academic misconduct will result in
an F and subsequently result in possible suspension and a zero for the assignment.

Please note all of the following are examples of dishonesty:

Violations of Academic Honesty
There are many different forms of academic dishonesty. The following kinds of honesty violations and their definitions are not meant
to be exhaustive. Rather, they are intended to serve as examples of unacceptable academic conduct.

CHEATING: Using unauthorized notes or other study aids during an examination; using unauthorized technology during an
examination; improper storage of prohibited notes, course materials and study aids during an exam such that they are accessible or
possible to view; looking at other students’ work during an exam or in an assignment where collaboration is not allowed; attempting to
communicate with other students in order to get help during an exam or in an assignment where collaboration is not allowed;
obtaining an examination prior to its administration; altering graded work and submitting it for regarding; allowing another person to
do one’s work and submitting it as one’s own; submitting work done in one class for credit in another without the instructor’s
permission; obstructing or interfering with another student’s academic work; undertaking any activity intended to obtain an unfair
advantage over other students.

PLAGIARISM: The use, whether deliberate or unintentional, of an idea, phrase, or other materials from a source without proper
acknowledgment of that source in a work for which the student claims authorship; the misrepresentation of sources used in a work for
which the student claims authorship; the improper use of course materials in a work for which the student claims authorship; the use of
papers purchased online and turned in as one’s own work; submitting written work, such as laboratory reports, computer programs, or
papers, which have been copied from the work of other students, with or without their knowledge and consent. The risk of plagiarism
can be avoided in written work by clearly indicating, either in footnotes or in the paper itself, the source of any major or unique idea or
wording that you did not arrive at on your own. Sources must be given regardless of whether the material is quoted directly or

FABRICATION: Falsifying or inventing any information, citation, or data; using improper methods of collecting or generating data
and presenting them as legitimate; misrepresenting oneself or one’s status in the University; perpetrating hoaxes unbecoming to
students in good standing or potentially damaging to the University’s reputation or that of the members of its academic community of
students and scholars.

FACILITATING ACADEMIC DISHONESTY: Aiding another person in an act that violates the standards of academic honesty;
allowing other students to look at one’s own work during an exam or in an assignment where collaboration is not allowed; providing
information, material, or assistance to another person knowing that it may be used in violation of course, departmental, or college
academic honesty policies; providing false information in connection with any academic honesty inquiry.

DENYING OTHERS ACCESS TO INFORMATION OR MATERIAL: Any act that maliciously hinders the use of or access to
library or course materials; the removing of pages from books or journals or reserve materials; the removal of books from libraries
without formally checking out the items; the intentional hiding of library materials; the refusal to return reserve readings to the library.
All of these acts are dishonest and harmful to the community.
                                            Academic Honesty Affidavit

        I understand that to protect the value of the independent work that I do in this course, the work of all

students in the course may be compared for evidence of plagiarism to the work of other students and to other

sources on the Internet and elsewhere. In addition, “I certify that the attached work represents my own thinking.

Any information, concepts or words that originate from other sources are cited according to APA Citation

guidelines.” I am aware of the serious consequences that will result from the improper citation of work that is not

my own." In addition, “I am aware that any violation of the above academic honesty policy above may result in

suspension and will result in a zero for the assignment and or test.”

Signature: ____________________________________                                               Date: _________

Print Name: _______________________________________

Course: _______________________________________

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