• Psychology Syllabus (See AP Psychology Below)

    SOC 601/602 2013-2014

    Normal CommunityWest High School



    Educator:  ShaneHill                                                            

    Room(s): 111-1000

    Periods: 1,4,5,7,8 

    Office:1002 Conf Hours: 2,3

    Email: hills@unit5.org

    Office Phone: 336-6364


    Course Description:

    SOC 601/602 PSYCHOLOGY

    (Semester 1/2 Credit) (11,12)

    Psychology is the study ofindividual behavior and mental process. Topics of study include perception,development, learning, personality, memory, and psychological disorders. Theemphasis of this course is on developing a “psychological” perspective fordescribing, analyzing, and explaining why individuals act the way they do.


    Course Objective:

    • To create a well rounded knowledge of Psychology, which is applicable to the students’ lives.
    • To ensure that students’ knowledge falls in line with the National Standards for the Teaching of High School Psychology, set by the American Psychological Association.
    • To create a balance of knowledge through both hands on and traditional means of study in the 5 content area domains created by the APA


    Course Textbook:

    Rathas, Spencer A. Psychology: Principles in Practice.New York, NY: Holt McDougal. 2010


    Academic Integrity: Students have an obligation, asmembers of the scholastic community, to uphold academic integrity. Disciplinaryaction will be taken for dishonesty, plagiarism, copying or cheating, per

    NCWHS Student/ Parent Handbook Policy.


    Materials Needed: I suggest a 3-ring binder that isdedicated solely to Psychology Class. You will get numerous hand outs that youwill need to keep organize to be successful. I will show you how I want you toorganize your information.


    Make-up Work: Will be dealt with per NCWHS Student/Parent Handbook Policy. Generally, for an excused absence, a student has twicethe number of days they miss to make up the work.


    Homework: Students can generally count on about 15-30minutes worth of homework 2 to 3 nights a week to keep up with the course load.


    Class Room Rules: I am a firm believer in having 10to 20 rules plastered on my wall is counter to your intelligence. I am,however, a subscriber to keeping it simple, so here are my three rules upfront:

    1. RESPECT- This means respect should be shown at alltimes for the teacher, yourself, and other students, as well as their opinionsand beliefs. Remember that respect begins when you show respect. I promise thatI will not disrespect you as the student. If I ever do, call me on it and Iwill apologize, as I would expect you to do.

    2. RESPONSIBILITY- This means no excuses and that youaccept what ever circumstances you place upon yourself.

    3. THE HANDBOOK: I do not have time to list everyrule in the book, but by now, you should be fairly familiar with what you canand cannot do. I expect that by now, so if you are caught breaking a rule inthe handbook then you must take RESPONSIBILTY for the infraction.


    Mr. Hill’s simple keys forsuccess in his class and life as astudent:

    If you can follow these mindframes, then I guarantee success for you this year.

    1. Ask yourselfeveryday, “Am I prepared to learn?”

    - Do you have a writingutensil, paper, book, assignment book, etc?

    - Mentally, am I in the rightframe of mind?

    - Am I following Mr. Hill’stwo basic rules? Respect and Responsibility

    2. State to yourselfeveryday, “I will listen.”

    - Regardless of what Ibelieve, I will respect another’s position and hear it out before I passjudgment.

    - When someone else istalking I listen.

    3. State to yourselfeveryday “I will contribute.”

    - I realize that I control myown education, regardless of what others do.

    - I will ask questions,because I may not be the only one who does not understand, and my classmateswill be thankful.


    Course Breakdown

    Domain I: Methods - Introduction

    National Goal IA-1:Contemporary perspectives used by psychologists to understand behavior andmental processes in context

    National Goal IA-2: Majorsubfields and career opportunities that comprise psychology

    National Goal IIA-7: Natureand nurture in psychology

    Domain II: BiopsychologicalDomain - Sensation and Perception

    National Goal IIB-1.1 Explain the concepts of threshold,adaptation, and constancy.
    National Goal IIB-1.2 Describe theoperation of sensory systems.

    National Goal IIB-1.3 List forms of energy for which we doand do not have sensory receptors.

    National Goal IIB-1.4 Relate knowledge of sensory processesto applications in areas such as engineering psychology, advertising, music,architecture, and so on.
    National Goal IIB-2.1 Explain Gestaltconcepts and principles, such as figure-ground, continuity, similarity,proximity, closure, and so on.

    National Goal IIB-2.2 Describe binocular and monoculardepth cues.

    National Goal IIB-2.3 Describe the influence on perceptionof environmental variables, motivation, past experiences, culture, andexpectations.

    National Goal IIB-3.1 Explain what is meant by attention.

    National Goal IIB-3.2 Describe how attention differs fordemanding verses simple tasks.

    Domain III: Developmental Domain – LifespanDevelopment

    National Goal IIIA-1:Development as a lifelong process

    National Goal IIIA-3:Theories of development

    National Goal IIIA-4: Issuessurrounding the developmental process

    Domain III: Developmental Domain - Personality

    National Goal IIIB-1.Distinguish between personality and personality constructs
    National Goal IIIB-2. Personality approaches and theories
    National Goal IIIB-3. Assessment tools used in personality.

    Domain IV: CognitiveDomain Learning  Unit

    National Goal IVA-1.1 Discusslearning from a psychological viewpoint.
    National Goal IVA-1.2 Recognize learning as a vehicle to promote adaptationthrough experience.
    National Goal IVA-2.1 Describe the classical conditioning paradigm.
    National Goal IVA-3.1 Describe the operant conditioning paradigm.

    National Standard IVA-4.1Explain how observational learning works.

    Domain V: Variations in Individual and Group Behavior

    National Goal VA-1Distinguish the common characteristics of abnormal behaviors.

    National Goal VA-2: Majorcategories of psychological disorders.

    National Goal VA-4: Impact ofmental disorders.

    National Goal VB-1: Prominentmethods used to treat individuals with mental disorders.

    National Goal VB-2: Types ofprofessionals who implement treatment.


    Within each domain, students will have discussions, doexperiments, work collaboratively, and much more. The domain assessment willnot be their only source of points. It will be imperative that all who chooseto take this elective participate.
    AP Psychology Syllabus


    AP Psychology is a one semester class offered only in thespring semester. The course is taught on a traditional calendar with 50 minuteperiods. This course requires the student to be very dedicated to keeping upwith the reading and asking specific questions as the pace required to coverall the chapters does not allow for exhaustive coverage of all topics.


    Prerequisites: “B” or higher in Psychology,minimum 2.5 Social Studies credits, 4.0 GPA in previous


    Course Objectives

    • Students will study the main concepts and theories of psychology, learn the vocabulary and correctly use the terms in their discussions.
    • Students will analyze situations around them and in their own lives in terms of psychological principles they have learned.
    • Students will experience, as closely as possible, a college level course in terms of academic rigor and pacing.
    • Students will prepare for the AP Psychology Examination and earn a score of at least a 3.



    David Myers, Psychology (New York: Worth, 2010), with accompanying instructor’sresource manual, study guide, and test bank (on CD-ROM).


    Teacher Resources

    • Inside-Out Psychology video series
    • The Hidden Brain (PBS) video series
    • The Critical Thinking Companion, (New York: Worth, 2001)
    • AP Psychology Handbook/Reviews
    • AP Psychology Teacher’s Guide
    • Previously released AP Exams in Psychology and other support materials provided by the College Board.


    Homework Expectations

    At the beginning of each unit students will receive a unit syllabus(overview) with targets and assignments. The syllabus will include the following:a reading schedule listing assigned pages for homework every night, websites tofind additional information that will be covered in class, assignments, tests,quizzes and projects will be listed with their respective due dates.





    Points Breakdown


    Unit 1

    Quiz 1                                                                                                             20pts

    Formative Assessment                                                                                  10pts

    Test                                                                                                                 50pts


    Unit 2

    Quiz 2                                                                                                             20pts

    Quiz 3                                                                                                             20pts

    Formative Assessment                                                                                  10pts

    Test                                                                                                                 50pts


    Unit 3

    Quiz 4                                                                                                             20pts

    Formative Assessment                                                                                  10pts

    Test                                                                                                                 50pts


    Unit 4

    Quiz 5                                                                                                             20pts

    Formative Assessment                                                                                  10pts



    Unit 5

    Quiz 6

    Formative Assessment



    Unit 6

    Quiz 7

    Formative Assessment



    Participation Grade(Involvement in class, attendance, homework completion)

                Teacher Assesses



    Movie Analysis(Everyone will Do it, Regardless of Grade)

    Final Test (A’s withSenior Status get a reprieve)



    Course-Long Plan


    UNIT 1 (17% ofMultiple Choice in 2010)

    History, Approachesand Research Methods (4 days)

    Myers text – Prologueand Chapter 1

    Historical Development of Psychology

    • Early Schools of Thought: Wundt, James, Freud, Structuralism, Functionalism, Gestalt and Psychoanalysis
    • Modern Approaches: Watson, Skinner, Rogers, Maslow, Biological, Developmental, Cognitive, Psychodynamic, Humanistic, Behavioral, Sociocultural and Sociobiological
    • Types of Psychological Research: Experimental and Non-Experimental
    • Ethics in Research: Ethical guidelines for both human and animal studies, Review of Stanley Milgram
    • Statistical Reasoning

    Testing andIndividual Differences (3 days)

    Myers text – Chapter10

    • History of intelligence testing: Binet and Simon, Terman, William Stern and intelligence quotient
    • Modern intelligence tests: Aptitude versus achievement tests, SAT, WAIS, WISC, bias in testing
    • Defining intelligence: Spearman and general intelligence, Theories of Gardner, Sternberg and Thurstone, Social intelligence and Emotional intelligence, Creativity
    • Heritability versus environment, gender differences



    UNIT 2 (17% ofMultiple Choice in 2010)

    Biological Basis ofBehavior (6 days)

    Myers text – Chapter 2,4

    • Neuroanatomy and neuronal/synaptic transmission
    • Organization and responsibilities of the nervous system
    • The Brain: Imaging techniques, Structures and functions, Hemispheric responsibilities
    • and split-brain studies
    • Endocrine system
    • Genetics and behavior: Nature versus nurture studies
    • Human diversity

    States ofConsciousness (4 Days)

    Myers text – Chapter 3

    • Sleeping and dreaming, Hypnosis, Altered states, Drugs and consciousness

    Sensation andPerception (5 Days)

    Myers text – Chapters6

    • Psychophysics: Absolute versus Difference Thresholds, Weber’s Law, Signal Detection
    • Theory and Sensory Adaptation
    • Transduction among the sense organs, major anatomical structures in each sense organ,
    • Young-Helmholtz Trichromatic Theory, Opponent-Process Theory, Melzack and Wall’s
    • Gate-Control Theory
    • Perception: Bottom-up and Top-down processing, Hubel and Weisel’s Feature Detector,
    • Escher, Gestalt Laws of Perceptual Grouping, Gibson and Walk’s Visual Cliff, Binocular and monocular cues



    UNIT 3 (19% ofMultiple Choice in 2010)

    Learning (6 Days)

    Myers text – Chapter 7

    • Classical Conditioning: Pavlov, Watson, Little Albert Study
    • Operant Conditioning: B. F. Skinner, Thorndike’s Law of Effect
    • Observational Learning: Albert Bandura and Bobo Doll Study
    • Cognitive Processes: Latent learning and cognitive mapping

    Cognition (6 Days)

    Myers text – Chapters 8,9 and 10

    • Memory: Encoding, Storage and Retrieval
    • Factors in memory failure
    • Thinking: Concepts, Algorithms, Heuristics, Obstacles to problem solving
    • Language: Basic structural units, Acquisition and development, Critical periods



    UNIT 4 (18% ofMultiple Choice in 2010)

    DevelopmentalPsychology (6 Days)

    Myers text – Chapter 5

    • Prenatal, Infancy, Childhood, Adolescence and Adulthood
    • Research methods
    • Major researchers and their theories: Piaget, Erikson, Kohlberg, Harlow, and Freud

    Social Psychology (6Days)

    Myers text – Chapter16

    • Social Thinking: Situational and dispositional attributions, fundamental attribution error, attitudes, foot-in-the-door phenomenon, cognitive dissonance theory
    • Social Influence: Chameleon effect, Asch’s conformity studies, Milgram’s obedience experiment, social facilitation, social loafing, deindividuation, group polarization and groupthink
    • Social Relations: Prejudice, scapegoating, aggression, altruism, and bystander effect





    UNIT 5 (14% ofMultiple Choice in 2010)

    Motivation andEmotion (6 Days)

    Myers text – Chapters 11and 12

    • Motivational Perspectives: Instinct, Drive-reduction, Arousal and Maslow’s hierarchy
    • Physiology versus psychology of hunger including eating disorders
    • Sexual motivation and orientation, Alfred Kinsey and the Kinsey Institute, Masters and
    • Johnson, Simon LeVay
    • Theories of Emotion: James-Lange, Cannon-Bard and Schacter-Singer
    • Physiology and expression of emotion
    • Stress and Health, Selye’s General Adaptation Syndrome, Coping strategies

    Personality (4 Days)

    Myers text – Chapter 13

    • Psychoanalytic and Psychodynamic Perspectives and theorists: Freud, Jung, Adler,
    • Horney
    • Humanistic Perspective and theorists: Maslow and Rogers
    • Trait Perspective and theorists: Eysenck and factor analysis, Allport, Isabel
    • Meyers/Kathleen Briggs and Myers-Briggs Type Indicator, MMPI
    • Social-Cognitive Perspective and theorists: Bandura and Seligman


    UNIT 6 (15% ofMultiple Choice in 2010)

    PsychologicalDisorders (6 Days)

    Myers text – Chapter 14

    • Historical roots, medical model, Social-Cognitive and Biopsychosocial models
    • Classifying Psychological Disorders with the DSM-IV-TR, benefits and problems with
    • labeling, David Rosenhan
    • Major Categories of Psychological Disorders: Mood disorders, Anxiety disorders,
    • Somatoform disorders, Dissociative disorders, Schizophrenia, Eating disorders,
    • Personality disorders, Developmental disorders

    Treatment ofPsychological Disorders (4 Days)

    Myers text – Chapter15

    • Psychological Therapies: Psychoanalysis, humanistic, behavioral, cognitive, psychopharmacological and psychosurgery