Course Title:
Psychology
Room: B 1.24
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 family,
ethnicity, gender, group, and culture influence political beliefs.
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 and
Sequence:
October 2-28 Growth and Development
October 31-November 18 Personality
November 21-December 2 Consciousness
December 5-January 6 Mental disorders and
Therapy
January 9-13 Review
January 16-19 1st semester
Final Exams!
Course
Grading/Assessment:
The
course will be graded on points. Exams are worth 100 points. Homework assignments will range from 5-20
points, depending on the length of the assignment. Other forms of assessment will include, quizzes, projects and
presentations. The point value of each
assignment will be announced when the assignment is given.
At
the end of the semester, the first quarter will count for 40% of the grade, the
second quarter will be 40% of the grade and the final exam will be 20% of the
grade.
Classroom
Expectations/Consequences:
Respect
yourself by doing your work, listening and participating.
Respect
me by being cooperative and attentive.
Respect
your school by taking care of materials and using them properly.
Respect
your peers by being quiet during lectures and doing your fair share of group
work.
Supplies:
Pens
with blue or black ink
Loose-leaf
paper
Notebook
Pencils
Make
up work policy:
If
you are absent, you have as many days as you were absent to make up
assignments. It is your responsibility
to get your work when you have been absent.
Labs and tests will be made up during the next seminar day unless other
arrangements are made.
For
unexcused late work, you will be penalized 25% for each day that it is late.
You
must keep up with assignments in order to succeed!