COURSE
TITLE: Psychology
TEACHER: Ms. M. Cadwalader
ROOM: B1.23
E-MAIL: michelle_cadwalader@eu.odedodea.edu
COURSE
DESCRIPTION:
Psychology is a semester course exploring the behavior of living beings. It is a study of the individual: how he thinks, feels, behaves, and relates to others in society. Students will examine the areas of learning and cognitive processes, sensation and perception, personality, abnormal behavior, and human relations. Students should acquire an understanding of psychological change and an appreciation of individual differences.
Lectures, discussion, projects, experiments, role
play/simulations, and research are just a few of the ways we will investigate
the field of psychology. Participation
is an absolutely essential ingredient for the success of this class.
COURSE
GOALS/OBJECTIVES/STANDARDS:
The standards of psychology
engage students in an exploration of human behavior and the personal
characteristics of individuals.
Students examine methods used by professional psychologists to study
human behavior. Students focus on human
growth and development, learning, the effects of emotions on behavior, and
adaptation to and interaction in a variety of environments. Students study theory, theories of
personality and mental wellness, and illness.
SKILLS
·
Acquire information from a variety of sources
including written, graphic, and experimental sources.
·
Use rational decision-making strategies for planning
and problem-solving.
·
Conduct interviews and participate in self-awareness
and group dynamic activities.
·
Complete research through oral and written reports,
interviews with resource people, visits to institutions.
·
Access and use complex electronic databases and
communication networks of all types.
SSI Citizenship: Social studies programs should include
experiences that provide for the study of the ideals, principles, and practices
of citizenship in a democratic republic, so that the learner can:
a.
Evaluate the degree to which public policy and
citizen behaviors exemplify the stated ideals of democratic government.
b.
Identify, analyze, and propose solutions to local,
state, and national issues.
c.
Define and demonstrate the attributes, rights, and
responsibilities of a democratic citizen to include voting procedures and the
election process.
SS2 Culture: Social studies programs should include experiences
that provide for the study of culture and cultural diversity, so that the
learner can:
a.
Analyze and explain how groups, societies, and
culture address human needs and concerns.
b.
Show how cultural expression is reflected in
political ideologies, movements, or events in history.
c.
Analyze the concept of cultural diversity and its
impact on United States government.
SS3 Time, continuity, and change: Social studies programs should include
experiences that provide for the study of the way human beings view themselves
in and over time, so that the learner can:
a.
Describe how governments and their institutions
change.
b.
Evaluate Supreme Court decisions within their
historical contexts.
c.
Trace the development of political parties in the
United States.
SS4 Space and place: Social studies programs should include
experiences that provide for the study of space and place, so that the learner
can:
a.
Use geographic tools to collect, analyze, and
interpret political data.
b.
Describe the relationship between a nation’s
economic and historical development and its geographical features.
SS5 Individual development and identity: Social studies programs should include
experiences that provide for the study of individual development and identity,
so that the learner can:
a.
Explain how political beliefs are influenced by
family, ethnicity, gender, group, and culture.
b.
Identify how individual behaviors are sanctioned and
rewarded in society.
c.
Describe the influences of various historical and
contemporary cultures on an individual’s life.
SS6 Individuals, groups, and institutions: Social studies programs should provide for
the study of the interaction among individuals, groups, and institutions so
that the learner can:
a.
Analyze the evolution of social and political
institutions (e.g., political parties, expansion of federal regulatory groups).
b.
Explain how groups and institutions perpetuate
values, beliefs, and attitudes.
c.
Analyze examples of tensions between expressions of
individuality and efforts used to promote social conformity.
d.
Evaluate ways in which technological, political,
economic, and environmental changes affect the social system.
SS7 Production, distribution, and consumption: Social studies programs should include
experiences that provide for the study of how people organize for the
production, distribution, and consumption of goods and services, so that the
learner can:
a.
Investigate and explain how abundance and scarcity
of goods and services require economic system intervention.
b.
Explain the major economic functions of government.
c.
Define the principles and analyze the development of
fiscal and monetary policy in the United States (e.g., Federal Reserve, Nation
Bank, debt).
d.
Recognize and analyze the inherent conflict between
environmental and developmental interests.
SS8 Power, authority, and governance: Social
studies programs should include the experiences that provide for the study of
how people create and change structures of power, authority, and governance, so
that the learner can:
a.
Compare and contrast governments at all levels
(e.g., Constitutional development, checks and balances, political parties).
b.
Analyze the development and role of international
and multinational organizations and agencies.
c.
Investigate the concept and development of basic
human rights (e.g., universal human rights, civil rights, basic US rights as
outlined in the Bill of Rights).
d.
Assess the roles and responsibilities of elected
officials.
e.
Develop and maintain an awareness and understanding
of national and international political issues.
SS9 Science, technology, and society: Social studies programs should include the
experiences that provide for the study of the relationships among science,
technology, and society, so that the learner can:
a.
Evaluate the impact of technology (e.g., media) on
government institutions.
b.
Examine how laws and policies affect scientific and
technological applications.
c.
Analyze how science and technology influence core
values, beliefs, and attitudes of society.
SS10 Global connections: Social studies programs should include the
experiences that provide for the study of global connections and interdependence,
so that the leaner can:
a.
Analyze policies that address current concerns and
issues related to human rights, environmental quality, and territorial
disputes.
b.
Discuss the concept of national sovereignty in
relation to political developments.
c.
Analyze formal and informal means of interaction
with governments of other nations.
CSP
GOAL
AFNORTH International Middle/High School’s CSP
(Continuous School Progress) goal is, “All
students will improve their written communication skills across the
curriculum.”
The 6 + 1 trait is the model selected to improve school-wide writing in all
subject areas. The 6+1 Trait writing framework is a powerful way to learn and
use a common language to refer to characteristics of writing as well as
establish a common vision of what “strong” writing looks like. Teachers and
students will use the 6+1 Trait model to identify areas of strength and
weakness as they continue to strive towards continued writing improvement.
Success of all students requires that the 6 + 1 Trait become a consistent and
integral component of each course taught at AFNORTH International Middle/High
School.
In psychology, students will be taught the 6 + 1
method of writing. They will have the
opportunity to practice their writing using the rubrics in their homework,
journals, assignments, and quizzes.
Formal assessment, using the rubrics, will take place on major exams
and/or projects.
SCOPE &
SEQUENCE:
The course is divided into a number of different
units, all of which will be tested at the end of each unit.
Unit One:
The Foundation (Ch 1, 2) 1-2
weeks
I. Psychological Approaches
II. Research
A. Scientific Method
B. Studies and Experiments and Tests
C. Experimental Ethics
III. Famous Psychologists
Unit Two:
Processing (Ch 3-6)
6-8 weeks
I. The Brain
A.
Parts
B.
Functions
C.
Communication
II. The Body
A.
Nervous System
B.
Endocrine System
C.
Glands
III.
Sensation and Perception
A.
Vision
B. Hearing
C. Touch
D. Smell
E. Taste
F. Triggers
IV. Motivation and Emotion
A. Needs
B. Emotion Theory
C. Eating Disorders
V. Consciousness and Sleep
A. Clocks and Rhythms
B. REM vs. NREM
C.
Dreams
Unit Three:
Personality (Ch 14-16, 19-20) 4-5 weeks
I. Freud
A.
Psychoanalysis
B. Stages of Develpment
C. Theories of Personality
II. Erik Erikson
III. Behaviorism
A. John Watson
B. B. F. Skinner
C. Albert Bandura
IV. Maslow
A.
Humanism
B.
Hierarchy of Needs
V. Personality Testing
VI. Conflict
VII. Stress and Anxiety
A.
Self-esteem
B.
Defense Mechanisms
C.
Healthy Coping
Unit
Four: Abnormal
Psych (Ch 17-18) 2-3 weeks
I.
Mental Disorders
II. Attitudes Toward Mental Illness
III.
Treatments and Therapy
IV.
Seeking Professional Help
Each unit will have at least one project and/or paper
of some kind, and each will also be tested at the end. Participation, small quizzes, and homework
assignments will also be an important part of the grade. This schedule is a general estimate, and
allowances and changes will be made as we go along. The chapters listed contain the information that is to be covered
in each unit, and should serve as a reference for students. Outside reading and supplementary resources
will be used in addition to the textbook.
COURSE
GRADING/ASSESSMENT
The semester grade is a combination of the two quarter grades, with each quarter worth 40% of the semester grade and a semester exam, worth 20% of the final grade. The quarter grades are figured as follows:
Tests/Projects/Papers: 40%
Quizzes/Surprises: 25%
Homework/Classwork: 20%
Class Participation: 15%
CLASSROOM
EXPECTATIONS/CONSEQUENCES
In a class such as this, it is important for students to feel safe to express themselves, their opinions, and their experiences in a safe, open, respectful environment. For this reason, disciplinary problems, disrespectful behavior, and lack of participation cannot be tolerated.
Students are expected to be polite at all times and
engage themselves in a mannerly fashion.
All students are required to actively participate in each and every
class. Cheating or plagiarism of any
kind will not be tolerated; any test or assignment in which dishonesty is even
suspected results in an automatic zero for the assignment, as well as some
other potential disciplinary action.
Students who have missed a class are responsible for
arranging time with me before or after school or during seminar time to make up
their work.
TEXTBOOK:
McMahon, Judith W. and Tony Romano. Psychology and You, 3rd
Edition. Chicago, IL: National
Textbook
Company,
2000.
.
SUPPLEMENTAL
MATERIAL: Novels,
primary resources, videos/films, internet/computer/software, worksheets
SUPPLIES
(REQUIRED/RECOMMENDED):
Students must have a writing utensil, paper, and a 3-ring binder in class every day. A small (one or two subject) spiral notebook will be used every day. The textbook will often be used in class, so having it on hand is highly recommended. An assignment book of some kind, in which to keep track of tests, projects, papers, homework, etc., is also highly recommended. Students will be expected to do some word processing, and some work on the internet may also be required.
HOMEWORK
POLICY:
Because this a semester class, students should expect
some form of work each night. It may be
reading a novel or textbook, studying for a test or quiz, looking for some
vocabulary words, or simply reviewing concepts and notes from class. Homework is designed to reinforce concepts
and ideas that students have been studying as well as aid them in developing
skills to become independent learners.
Unless prior arrangements have been or special
circumstances exist, late work will only be accepted for 50% of the points if
it is no more than one class period late.
Anything more than one class period late will be accepted (for feedback
and learning purposes), but will receive no points.
MAKE-UP WORK
POLICY:
If
you know you are going to be away from school, please let me know so that we
may work out a schedule so you do not fall too far behind. For unexpected absences, students may have
one class period to make up any missing work for full credit. It is recommended that the students come see
me during the seminar following their return to discuss what was missed and
make a plan for turning in the work.
Long-term projects and papers
are still due on time. If a student is
absence on the day of the project, he or she must turn it in on the day he or
she returns to school. If a student is
absent the day of the test, they must make it up during the following seminar,
or see me for other arrangements. If a
student is absent the day before a test, he or she can see me to make arrangements
for an alternative time to take the test, rather than coming back and facing it
right after the absence.
MISCELLANEOUS:
I am available to students
before school, and some days after school, as well as during seminar. It is recommended that a student
double-check with me to be sure I am available to meet with him or her during
lunch or before and after school, but generally I try to be available.
Parents may call
the school to make an appointment with me during the last hour of the day on B days.