AP Psychology

 

Scoring Components	Page(s)
SC1    The course provides instruction in history and approaches.	2
SC2    The course provides instruction in research methods used in psychological              science, practice and ethics.	2
SC3    The course provides instruction in biological bases of behavior.	3
SC4    The course provides instruction in sensation.	4
SC5    The course provides instruction in perception.	4
SC6    The course provides instruction in states of consciousness.	4
SC7    The course provides instruction in learning.	5
SC8    The course provides instruction in cognition.	6
SC9    The course provides instruction in motivation.	6
SC10  The course provides instruction in emotion.	6
SC11  The course provides instruction in developmental psychology.	3
SC12  The course provides instruction in personality.	7
SC13  The course provides instruction in testing an individual differences.	6
SC14  The course provides instruction in abnormal psychology.	7
SC15  The course provides instruction in treatment of psychological disorders and            ethics used in psychological practice.	8
SC16  The course provides instruction in social psychology.	8
SC17  As relevant to each content area, the course provides instruction in            empirically supported psychological facts, research findings, terminology,            and associated phenomena, perspectives, and major figures.	2

 

 

The purpose of AP Psychology is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals.  Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology.  A variety of activities, demonstrations, and projects will be provided to meet this goal of instructing scientific and empirical approaches.  [SC17]

 

Course Objectives

1. Students will prepare to do acceptable work on the AP Psychology Exam.
2. Students will study the major core concepts and theories of psychology.  They will be able to define key terms and use them in their everyday vocabulary.
3. Students will learn the basic skills of psychological research and be able to apply psychological concepts to their own lives.
4. Students will develop critical thinking skills.

 

Textbook

Myers, David G.  Psychology, 10^th ed. New York:  Worth Publishers, 2011.  (Includes a study guide)

 

Teacher Resources

Myers, David G., and Martin Bolt.  Instructor’s Resource Manual with Binder for Psychology.  New York:  Worth Publishers, 2013.

Hock, Roger R.  Forty Studies that Changed Psychology, 7^th ed. Upper Saddle River, NJ:  Pearson, 2012.

Hunt, Morton, The Story of Psychology, New York:  Doubleday, 2007.

 

Recommended Supplies

Three-ring binder

Three-ring dividers (at least 14 dividers – one for each unit)

 

Grading Proportions

Tests and Majors Projects                               55%

Quizzes                                                        25%

Homework/Classwork                                     20%

• All assignments are out of 100 points

 

Course Scope and Sequence

• Students will work throughout the year both in independently and in groups on research projects of varying types and topics, culminating in a presentation near the end of the year.
• All tests are cumulative.
  • I teach a dedicated unit on research methods as the second unit in the course.  Then, throughout the course, we refer back to the terminology as we discuss studies that are highlighted in each unit.  In addition, my students read relevant sections of Roger Hock’s Forty Studies that Changed Psychology:  Explorations into the History of Psychological Research, 5h ed. (New York:  Prentice Hall, 2004), for each unit.  They must summarize the article and correctly identify the research methodology used in the study.  [SC17]

 

Extra Credit

Extra credit can be earned by reading an article from a psychology journal or magazine and writing a summary and critique of the article.  Only two articles per nine weeks can be completed for extra credit.  Points for extra credit are added into the quiz portion of the overall grade.

For 10 points:  Read a full-page article from the APA’s Monitor on Psychology.  Write a one-page summary and a one-page critique. 

For 20 points:  Read a full journal article from American Psychologist, the Journal of Educational Psychology, or the Journal of Social Issues.  Write a two-page summary and a one-page critique of the article.

 

Homework Expectations

Ample notice will be given for any assignment, quiz, or exam.  The amount of work depends on the unit being covered in class.  There are assigned pages to read in the textbook every night.

Vocabulary terms are also given for each unit.  Quizzes are administered frequently, at least once a unit.  The quizzes use fill-in-the-blank, short answer, and multiple-choice questions.  Exams will be given at the end of each unit and will consist of 45 multiple-choice questions and one free-response question (simulating the AP Exam). 

Other assignments given to students are class presentations, group projects, and papers.  These assignments vary with the unit being covered. 

 

Course-Long Plan

 

Unit 1:  History, Approaches, and Research Methods [SC1 & SC2]

3 weeks

1. Logic, Philosophy, and History of Science
2. Approaches/Perspectives
3. Experimental, Correlation, and Clinical Research
4. Statistics
5. Research Methods and Ethics

Objectives

• Define psychology and trace its historical development.
• Compare and contrast the psychological perspectives.
• Identify basic and applied research subfields of psychology.
• Identify basic elements of an experiment (variables, groups, sampling, population, etc.).

• Compare and contrast research methods (case, survey, naturalistic observation).
• Explain correlational studies.
• Describe the three measures of central tendency and measures of variation.
• Discuss the ethics of animal and human research.

 

Unit 2:  Biological Basis of Behavior [SC3]

3 weeks

1. Physiological Techniques (e.g., imaging, surgical)
2. Neuroanatomy
3. Functional Organization of Nervous System
4. Neural Transmission
5. Endocrine System
6. Genetics

Objectives

• Describe the structure of a neuron and explain neural impulses.
• Describe neuron communication and discuss the impact of neurotransmitters.
• Classify and explain major divisions of the nervous system.
• Describe the function of the brain structures (thalamus, cerebellum, limbic system, etc.).
• Identify the four lobes of the cerebral cortex and their functions.
• Discuss the association areas.
• Explain the split-brain studies.
• Describe the nature of the endocrine system and its interaction with the nervous system.

 

Unit 3:  Developmental Psychology [SC11]

3 weeks

1. Life-Span Approach
2. Research Methods
3. Heredity-Environment Issues
4. Developmental Theories
5. Dimensions of Development
6. Sex Roles, Sex Differences

Objectives

• Discuss the course of prenatal development.
• Illustrate development changes in physical, social, and cognitive areas.
• Discuss the effect of body contact, familiarity, and responsive parenting on attachments.

• Describe the benefits of a secure attachment and the impact of parental neglect and separation as well as day care on childhood development.
• Describe the theories of Piaget, Erikson, and Kohlberg.
• Describe the early development of a self-concept.
• Distinguish between longitudinal and cross-sectional studies.

 

Unit 4:  States of Consciousness [SC6]

2 weeks

1. Sleep and Dreaming
2. Hypnosis
3. Psychoactive Drug Effects

Objectives

• Describe the cyclical nature and possible functions of sleep.
• Identify the major sleep disorders.
• Discuss the content and possible functions of dreams.
• Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its uses.
• Discuss the nature of drug dependence.
• Chart names and effects of depressants, stimulants, and hallucinogenic drugs.
• Compare differences between NREM and REM.
• Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens.

 

Unit 5:  Sensation and Perception [SC4 & SC5]

3 weeks

1. Thresholds
2. Sensory Mechanism
3. Sensory Adaptation
4. Attention
5. Perceptual Processes

Objectives

• Contrast the processes of sensation and perception.
• Distinguish between absolute and difference thresholds.
• Label a diagram of the parts of the eye and ear.
• Describe the operation of the sensory systems (five senses).
• Explain the Young-Helmholtz and opponent-process theories of color vision.
• Explain the place and frequency theories of pitch perception.

• Discuss Gestalt psychology’s contribution to our understanding of perception.
• Discuss research on depth perception and cues.

 

Unit 6:  Learning [SC7]

2 weeks

1. Classical Conditioning
2. Operant Conditioning
3. Cognitive Processes in Learning
4. Biological Factors
5. Social Learning (Observational Learning)

Objectives

• Describe the process of classical conditioning (Pavlov’s experiments).
• Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination.
• Describe the process of operant conditioning, including the procedure of shaping, as demonstrated by Skinner’s experiments.
• Identify the different types of reinforcers and describe the schedules of reinforcement.
• Discuss the importance of cognitive processes and biological predispositions in conditioning.
• Discuss the effects of punishment on behavior.
• Describe the process of observational learning (Bandura’s experiments).

 

Unit 7:  Memory [SC7]

2 weeks

1. Memory

Objectives

• Describe memory in terms of information processing and distinguish among sensory memory, short-term memory, and long-term memory.
• Distinguish between automatic and effortful processing.
• Explain the encoding process (including imagery, organization, etc.).
• Describe the capacity and duration of long-term memory.
• Distinguish between implicit and explicit memory.
• Describe the importance of retrieval cues.
• Discuss the effects of interference and motivated forgetting on retrieval.

• Describe the evidence for the constructive nature of memory.

 

Unit 8:  Thinking and Language [SC8]

2 weeks

1. Language
2. Thinking
3. Problem Solving and Creativity

Objectives

• Describe the nature of concepts and the role of prototypes in concept formation.
• Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems.
• Explain how the representativeness and availability of heuristics influence our judgments.
• Describe the structure of language (phonemes, morphemes, grammar).
• Identify language developmental stages (babbling, one word, etc.).
• Explain how the nature-nurture debate is illustrated in the theories of language development.
• Discuss Whorf’s linguistic relativity hypothesis.
• Describe the research on animal cognition and communication.

 

Unit 9:  Motivation and Emotion [SC9 & SC10]

2 weeks

1. Biological Bases
2. Theories of Motivation
3. Hunger, Thirst, Sex and Pain
4. Social Motives
5. Theories of Emotion
6. Stress

Objectives

• Define motivation and identify motivational theories.
• Describe the physiological determinants of hunger.
• Discuss psychological and cultural influences on hunger.                                                                                       
• Define achievement motivation, including intrinsic and extrinsic motivation.
• Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer).
• Describe the physiological changes that occur during emotional arousal.

• Discuss the catharsis hypothesis.
• Describe the biological responses to stress.                                                                               

 

Unit 10:  Testing and Individual Differences [SC13]

2 weeks

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

Objectives

• Trace the origins of intelligence testing.
• Describe the nature of intelligence.
• Identify the factors associated with creativity.
• Distinguish between aptitude and achievement tests.
• Describe test standardization.
• Distinguish between the reliability and validity of intelligence tests.
• Describe the two extremes of the normal distribution of intelligence.
• Discuss evidence for both genetic and environmental influences on intelligence.
• Discuss whether intelligence tests are culturally biased.

 

Unit 11:  Personality [SC12]

2 weeks

1. Personality Theories and Approaches
2. Assessment Techniques
3. C.    Self-Concept/Self-Esteem                                                                                                                               
4. Growth and Adjustment

Objectives

• Describe personality structure in terms of the interactions of the ide, ego, and superego.
• Explain how defense mechanisms protect the individual from anxiety.
• Describe the contribution of the neo-Freudians.
• Explain how personality inventories are used to assess traits.
• Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’s emphasis on people’s potential for growth.

• Describe the impact of individualism and collectivism on self-identify.
• Describe the social-cognitive perspective on personality.
• Discuss the consequences of personal control, learned helplessness, and optimism.

 

Unit 12:  Abnormal Psychology [SC14]

2 weeks

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

Objectives

• Identify the criteria for judging whether behavior is psychologically disordered.
• Describe the medical model of psychological disorders.
• Describe the aims of the most recent Diagnostic and Statistical Manual (DSM), and discuss the potential dangers of diagnostic labels.
• Describe the symptoms of generalized anxiety disorders, phobias, obsessive-compulsive disorders, and posttraumatic stress disorder.
• Describe and explain the development of somatoform and mood disorders.
• Describe the various symptoms and types of schizophrenia.
• Describe the nature of organic and personality disorders.
• Describe the characteristics and possible causes of dissociative disorders.

 

Unit 13:  Treatment of Psychological Disorders [SC15]

2 weeks

1. Treatment of Approaches
2. Modes of Therapy (e.g., individual, group)
3. Community and Preventive Approaches

Objectives

• Discuss the aims and methods of psychoanalysis.
• Identify the basic characteristics of the humanistic therapies.

• Identify the basic assumptions of behavior therapy.
• Describe the assumptions and goals of the cognitive therapies.
• Discuss the benefits of group therapy and family therapy.
• Discuss the findings regarding the effectiveness of the psychotherapies.
• Discuss the role of values and cultural differences in the therapeutic process.
• Identify the common forms of drug therapy and the use of electroconvulsive therapy.    

 

Unit 14:  Social Psychology [SC16]

2 weeks

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

Objectives

• Describe the importance of attribution in social behavior.
• Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory.
• Discuss the results of Asch’s experiment on conformity.
• Describe Milgram’s controversial experiments on obedience.
• Discuss how group interaction can facilitate group polarization and groupthink.
• Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethic, and gender prejudice and discrimination.
• Discuss the issues related to aggression and attraction.
• Explain altruistic behavior in terms of social exchange theory and social norms.

 

Other important items specific to this course include:

• Class attendance/absent make-up work policy:

1)      Class attendance is extremely important.  As a student, you are responsible for any missed class work. 

2)      Bring a 3 inch three ring binder to keep all papers and assignments in class.

3)      When you miss class, make-up work assignments will be located in a folder at the classroom door.  If you are absent 1 day, you will have 1 day to make-up the assignment.  If you are absent 3 days, you will have 3 days to make-up the assignment. 

• Late work policy

1)      If you are in class but forget to turn in an assignment, you may bring it in by end of the day and receive five points off for lateness.  You will then receive ten points off for each additional day that the assignment is late.

2)      All late work must be turned in within five school days.

 

 

• Teacher contact information

               Mr. Sheffield, M. Ed., RAA, CIC

               Teacher of Psychology K-12

               Teaher of Social Studies K-12                 

               Teacher of the Handicapped K-12

               Email:  [email protected] 

               Work:  856-935-3900 ext. 3337

              

           

                                                                                                                        

Sport Psychology I 

IV.          Learning resources utilized during this semester will include:

               Textbook 

l  Foundations of Sport & Exercise Psychology, 2011 by Robert Weinberg & Daniel Gould, published by Human Kinetics, Inc.

l  Sports Psychology for Dummies, 2010 by Leif H. Smith & Todd M. Keys, published by Wiley, John & Sons, Inc.

l  Opposing Viewpoints:  Sports & Athletes, 2005 by James D. Torr, published by Thomson Gale

               Interactive Cooperative Activity Materials

• ·   Companion Web site at www.HumanKinetics.com/FundationsofSportandExercisePsychology
• ·   American Alliance for Health, Physical Education, Recreation & Dance www.aahperd.org
• ·   Association for Applied Sport Psychology  www.appliedsportpsych.org
• ·   North American Society for the Psychology of Sport & Physical Activity www.naspspa.org
• ·   European Federation of Sport Psychology  www.fepsac.com
• ·   American Sport Education Program  www.asep.com
• ·   Power point Presentations

               Supplemental Resource Materials

• ·   Student Study Guide Outlines and worksheets
• ·   Homework assignments
• ·   Videos/DVDs
• ·   Internet research

V.     Major activities in daily classroom instruction will consist of:

• ·   Lectures/power point presentations/demonstrations/audio-visual presentations
• ·   Independent practice/individual projects/individual presentations
• ·   Collaborative work/collaborative projects/collaborative presentations
• ·   Class discussions/class lead lessons/class debates
• ·   Research based projects
• ·   Study biographical material on key historical figures in Sport & Exercise Psychology
• ·   Created and conduct field experiments to demonstrate key topics and concepts

VI.    Assignments during this semester will include:

• ·   In-class Student Outline Guide Worksheets
• ·   Homework assignments
• ·   Internet research to address facts of significant topics and experiments in Sport & Exercise Psychology
• ·   Student report and presentation of significant topics and experiments in Sport & Exercise Psychology
• ·   Weekly tests

VII.  The marking period final grade will consist of the following elements in the percentages

         indicated:

• ·   30        %:  Tests and Quizzes
• ·   30        %:  Class Activities
• ·   20        %:  Projects
• ·   10        %:  Portfolio Writing
• ·   10        %:  Homework

VIII. Other important items specific to this course include:

• ·   Class attendance/absent make-up work policy:

1)      Class attendance is extremely important.  School policy specifies an allowed number of absences per school year; however, you would be wise to be absent from class as little as
          possible because you will miss important material.

2)      Bring a 1-2 inch three ring binder to keep all papers and assignments in class.

3)      When you miss class, make-up work assignments will be located in a folder at the classroom door.  If you are absent 1 day, you will have 1 day to make-up the assignment.  If you
          are absent 3 days, you will have 3 days to make-up the assignment. 

• ·   Late work policy

1)      If you are in class but forget to turn in an assignment, you may bring it in by the end of the day and receive five points off for lateness.  You will then receive ten points off for each
          additional day that the assignment is late.

2)      All late work must be turned in within five school days.

• ·   Teacher contact information

             Mr. Sheffield, M. Ed., RAA

             Registered Athletic Administrator

             Teacher of Social Studies & Psychology K-12

             Teacher of the Handicapped K-12

             Email:  [email protected] 

             Work:  856-935-3900 ext. 3337
     

IV.          Learning resources utilized during this semester will include:

               Textbook 

l  Foundations of Sport & Exercise Psychology, 2011 by Robert Weinberg & Daniel Gould, published by Human Kinetics, Inc.

l  Sports Psychology for Dummies, 2010 by Leif H. Smith & Todd M. Keys, published by Wiley, John & Sons, Inc.

l  Opposing Viewpoints:  Sports & Athletes, 2005 by James D. Torr, published by Thomson Gale

               Interactive Cooperative Activity Materials

·   Companion Web site at www.HumanKinetics.com/FundationsofSportandExercisePsychology

·   American Alliance for Health, Physical Education, Recreation & Dance www.aahperd.org

• ·   Association for Applied Sport Psychology  www.appliedsportpsych.org
• ·   North American Society for the Psychology of Sport & Physical Activity www.naspspa.org
• ·   European Federation of Sport Psychology  www.fepsac.com
• ·   American Sport Education Program  www.asep.com
• ·   Power point Presentations

               Supplemental Resource Materials 

• ·   Student Study Guide Outlines and worksheets
• ·   Homework assignments
• ·   Videos/DVDs
• ·   Internet research 

V.     Major activities in daily classroom instruction will consist of: 

• ·   Lectures/power point presentations/demonstrations/audio-visual presentations
• ·   Independent practice/individual projects/individual presentations
• ·   Collaborative work/collaborative projects/collaborative presentations
• ·   Class discussions/class lead lessons/class debates
• ·   Research based projects
• ·   Study biographical material on key historical figures in Sport & Exercise Psychology
• ·   Created and conduct field experiments to demonstrate key topics and concepts 

VI.    Assignments during this semester will include: 

• ·   In-class Student Outline Guide Worksheets
• ·   Homework assignments
• ·   Internet research to address facts of significant topics and experiments in Sport & Exercise Psychology
• ·   Student report and presentation of significant topics and experiments in Sport & Exercise Psychology
• ·   Weekly tests 

VII.  The marking period final grade will consist of the following elements in the percentages indicated: 

• ·   30        %:  Tests and Quizzes
• ·   30        %:  Class Activities
• ·   20        %:  Projects
• ·   10        %:  Portfolio Writing
• ·   10        %:  Homework 

VIII. Other important items specific to this course include:

• ·   Class attendance/absent make-up work policy: 

1)      Class attendance is extremely important.  School policy specifies an allowed number of absences per school year; however, you would be wise to be absent from class
        as little as possible because you will miss important material. 

2)      Bring a 1-2 inch three ring binder to keep all papers and assignments in class. 

3)      When you miss class, make-up work assignments will be located in a folder at the classroom door.  If you are absent 1 day, you will have 1 day to make-up the
       assignment.  If you are absent 3 days, you will have 3 days to make-up the assignment. 

• ·   Late work policy 

1)      If you are in class but forget to turn in an assignment, you may bring it in by the end of the day and receive five points off for lateness.  You will then receive ten points off
       for each additional day that the assignment is late. 

2)      All late work must be turned in within five school days. 

• ·   Teacher contact information 

               Mr. Sheffield, M. Ed., RAA 

               Registered Athletic Administrator 

               Teacher of Social Studies & Psychology K-12 

               Teacher of the Handicapped K-12 

               Email:  [email protected]   

               Work:  856-935-3900 ext. 3337
              

              

Introduction to Psychology Course Syllabus

 

I. The major content topics of this course for this semester are:

• Psychology and Its Methods Domain: Intro, History & Research Methods

• Developmental Domain: Life Span Development

• Bio-psychological Domain: Biological, Sensation, Perception, Motivation, Emotion, Stress & Health

• Cognitive Domain: Learning, Memory, States of Consciousness, Thinking, Language & Intelligence

• Clinical & Socio-cultural Domain: Personality, Psychological Disorders, & Treatment of Psychological Disorders

II. The major skills objectives of this course for this semester are:

• List and explain the major subfields of Psychology

• Describe the elements of an experiment

• Describe and compare quantitative and qualitative research strategies

• Identify the neuron as the basis for neural communication

• Identify the structure and function of the major regions of the brain

• Assess the effects of heredity and environment on behavior

• Explain Gestalt concepts and principles

• Describe the situational cues giving rise to anger and fear

• Describe theories of motivation

• Identify and explain major sources of stress

• Identify and explain cognitive strategies to deal with stress and promote health

• Describe physical, social and cognitive changes from prenatal period throughout the lifespan

• Define personality as the individual’s unique way of thinking, feeling and acting

• Describe cognitive learning approaches

• Identify biological contributions to learning

• Cite examples of abnormal behavior

• Describe major explanations for the origin of abnormality

III. APA National Standards for High School Psychology Curricula

1. METHODS DOMAIN

      IA-1.  Contemporary perspectives used by psychologists to understand behavior and mental processes in context

      IA-2.   Major subfields and career opportunities that comprise psychology

      IA-3.   Research strategies used by psychologists to explore behavior and mental processes

      IA-4.   Purpose and basic concepts of statistics

      IA-5.   Ethical issues in research with human and other animals that are important to psychologists

      IA-6.   Development of psychology as an empirical science

1. BIOPSYCHOLOGICAL DOMAIN
   IIA-1. Structure and function of the neuron
   IIA-2. Organization of the nervous system
   IIA-3. Hierarchical organization of the structure and function of the brain
   IIA-4. Technologies and clinical methods for studying the brain
   IIA-5. Structure and function of the endocrine system
   IIA-6. How heredity interacts with the environment to influence behavior
   IIA-7. How psychological mechanisms are influenced by evolution

2. DEVELOPMENTAL DOMAIN
   IIIA-1. Development as a lifelong process
   IIIA-2. Research techniques used to gather data on the developmental process
   IIIA-3. Theories of development
   IIIA-4. Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods)

3. COGNITIVE DOMAIN
   IVA-1. Characteristics of learning
   IVA-2. Principles of classical conditioning
   IVA-3. Principles of operant conditioning
   IVA-4. Components of cognitive learning
   IVA-5. Roles of biology and culture in determining learning

4. VARIATIONS IN INDIVIDUAL AND GROUP BEHAVIOR DOMAIN
   VA-1. Characteristics and origins of abnormal behavior
   VA-2. Methods used in exploring abnormal behavior
   VA-3. Major categories of abnormal behavior
   VA-4. Impact of mental disorders

IV. Learning resources utilized during this marking period will include:

Textbook

Thinking About Psychology: The Science of Mind and Behavior, 2003 by Worth Publishers

Interactive Cooperative Activity Materials

• Companion Web site at www.worthpublishers/thinkingaboutpsychology

• Chapter transparencies

• Power point Presentation CD-ROM

• Scientific American Explores The Hidden Mind

• Improving the Mind and Brain: A Scientific American Special Issue

• Psychology for Kids I & II

• Psychology Activities: Vol. I-V

• Psychology Internet Scavenger Hunt

• Psychology Questionary Game

Supplemental Resource Materials

• Student Study Guide Outlines and worksheets

• Homework assignments

• Videos/DVDs

• Internet research

V. Major activities in daily classroom instruction will consist of:

• Lectures/power point presentations/demonstrations/audio-visual presentations

• Independent practice/individual projects/individual presentations

• Collaborative work/collaborative projects/collaborative presentations

• Class discussions/class lead lessons/class debates

• Research based projects

• Study biographical material on key historical figures in Psychology

• Created and conduct field experiments to demonstrate key topics and concepts

VI. Assignments during this semester will include:

• In-class Student Outline Guide Worksheets

• Homework assignments

• Internet research to address facts of significant topics, experiments, and personalities in Psychology

• Student report and presentation of significant topics, experiments, and personalities in Psychology

• Weekly tests

VII. The marking period final grade will consist of the following elements in the percentages

indicated:

• 30 %: Tests and Quizzes

• 30 %: Class Activities

• 20 %: Projects

• 10 %: Portfolio Writing

• 10 %: Homework

VIII. Other important items specific to this course include:

• Class attendance/absent make-up work policy:

1. Class attendance is extremely important. School policy specifies an allowed number of absences per school year; however, you would be wise to be absent from class as little as possible because you will miss important material.

  2.  Bring a 1-2 inch three ring binder to keep all papers and assignments in class.

  3.  When you miss class, make-up work assignments will be located in a folder at the classroom door.  If you are absent 1 day, you will have 1 day to make-up the assignment.  
       If you are absent 3 days, you will have 3 days to make-up the assignment.

• Late work policy

1. If you are in class but forget to turn in an assignment, you may bring it in by the end of the day and receive five points off for lateness.  You will then receive ten points off for each additional day that the assignment is late.

  2.  All late work must be turned in within five school days.

• Teacher contact information

       Mr. Sheffield, M. Ed., RAA

       Teacher of Social Studies & Psychology K-12

       Teacher of the Handicapped K-12

       Email: [email protected]

       Work: 856-935-3900 ext. 3337

 

Applied World History Course Syllabus

 

I. The major content topics of this course for this semester are:

• The Renaissance: 1348-1600

• The Reformation: 1415-1650

• The New Science: 1540-1750

• The Age of Kings: 1519-1715

• Explorers and Explorations: 1450-1650

• The Age of Reason: 1687-1789

• The Industrial Revolution: 1750-1850

• An Age of Revolution: 1775-1815

• Nationalism and Imperialism: 1840-1914

• World War I: 1914-1919

• The Russian Revolution and the Communist State: 1905-1939

• Revolutions and the Rise of Dictators: 1911-1938

• World War II: 1939-1945

II. The major skills objectives of this course for this semester are:

• Develop geography references and map reading

• Draw inferences of geography region as to climate, population and resources

• Identify social, economic, cultural, and political significance of major events in the establishment of our country’s early history

• Critical thinking and writing skills

• Draw inferences of key decisions that people faced in our history

• Review primary sources to answer document based questions

• Participate in pro/con debates of conflicting views of many historical events

• Comparison of historical events to present day national and world events to determine facts, opinion, and bias

III. New Jersey Core Curriculum Content Standards

Standard 6.2 World History - Global Studies

Standard 6.3 Active Citizenship in the 21st Century

IV. Learning resources utilized during this marking period will include:

Textbooks

• World History, 2001 by American Guidance Service, Inc.

Interactive Cooperative Activity Materials

• The American Colonies, 2002 by Milliken Publishing Co.

• The U.S. Constitution, 2001 by Milliken Publishing Co.

• Key Decisions in World History, 1997 by J. Weston Walch

• Pro vs. Con Conflicting Views of Major Events in World History, 2000 by Education Innovations, Inc.

• 61 Cooperative Learning Activities in World History, 1996 by J. Weston Walch

• Document Based Assessment Activities for World History Classes, 1995 by J. Weston Walch

Supplemental Resource Materials

• World and North America Maps and Atlas

• Student Study Guide Outlines and worksheets

• Homework assignments

• Videos/DVDs

• Internet research

V. Major activities in daily classroom instruction will consist of:

• Lectures/power point presentations/demonstrations/audio-visual presentations

• Independent practice/individual projects/individual presentations

• Collaborative work/collaborative projects/collaborative presentations

• Class discussions/class lead lessons/class debates

• Research based projects

• Study biographical material on key historical figures

• Created time lines and posters of key historical figures and events using various art materials

VI. Assignments during this semester will include:

• In-class Student Outline Guide Worksheets

• Homework assignments

• Internet research to address facts of significant events and personalities in our history

• Student report and presentation of significant history makers for each unit studied

• Weekly tests

VII. The marking period final grade will consist of the following elements in the percentages

      indicated:

• 30 %: Tests and Quizzes

• 30 %: Class Activities

• 20 %: Projects

• 10 %: Writing Portfolio

• 10 %: Homework

VIII. Other important items specific to this course include:

• Class attendance/absent make-up work policy:

1. Class attendance is extremely important. School policy specifies an allowed number of absences per school year; however, you would be wise to be absent from class as little as possible because you will miss important material.

  2.  Bring a 1-2 inch three ring binder to keep all papers and assignments in class

  3.  When you miss class, make-up work assignments will be located in a folder by the classroom door.  If you miss 1 day you have 1day to complete your make-up work.  If you miss
       3 days you have 3 school days to complete your make-up work.

• Late work policy

1. If you are in class but forget to turn in an assignment, you may bring it in by the end of the day and receive five points off for lateness. You will then receive ten points off for each additional day that the assignment is late.

  2.  All late work must be turned in within five school days.

• Teacher contact information

       Mr. Sheffield, M. Ed., RAA

       Teacher of Social Studies & Pyschology K-12

       Teacher of the Handicapped K-12

       Email:  [email protected]

       Work:  856-935-3900 ext. 3337

 

Applied U.S. History I Course Syllabus

 

I. The major content topics of this course for this semester are:

• Three Worlds Meet: Beginnings to 1607

• Colonization and Settlement: 1607-1763

• Revolution and the New Nation: 1763-1815

• Expansion and Reform: 1816-1850

• The Civil War and Reconstruction: 1850-1877

II. The major skills objectives of this course for this semester are:

• Develop geography references and map reading

• Draw inferences of geography region as to climate, population and resources

• Identify social, economic, cultural, and political significance of major events in the establishment of our country’s early history

• Critical thinking and writing skills

• Draw inferences of key decisions that people faced in our history

• Review primary sources to answer document based questions

• Participate in pro/con debates of conflicting views of many historical events

• Comparison of historical events to present day national and world events to determine facts, opinion, and bias

III. New Jersey Core Curriculum Content Standards

Standard 6.1 U.S. History - America in the World

Standard 6.3 Active Citizenship in the 21st Century

IV. Learning resources utilized during this marking period will include:

Textbooks

• United States History, 2001 by American Guidance Service, Inc.

Interactive Cooperative Activity Materials

• The American Colonies, 2002 by Milliken Publishing Co.

• The U.S. Constitution, 2001 by Milliken Publishing Co.

• Key Decisions in U.S. History, 1997 by J. Weston Walch

• Pro vs. Con Conflicting Views of Major Events in American History, 2000 by Education Innovations, Inc.

• 61 Cooperative Learning Activities in U.S. History, 1996 by J. Weston Walch

• Document Based Assessment Activities for U.S. History Classes, 1995 by J. Weston Walch

Supplemental Resource Materials

• World and North America Maps and Atlas

• Student Study Guide Outlines and worksheets

• Homework assignments

• Videos/DVDs

• Internet research

V. Major activities in daily classroom instruction will consist of:

• Lectures/power point presentations/demonstrations/audio-visual presentations

• Independent practice/individual projects/individual presentations

• Collaborative work/collaborative projects/collaborative presentations

• Class discussions/class lead lessons/class debates

• Research based projects

• Study biographical material on key historical figures

• Created time lines and posters of key historical figures and events using various art materials

VI. Assignments during this semester will include:

• In-class Student Outline Guide Worksheets

• Homework assignments

• Internet research to address facts of significant events and personalities in our history

• Student report and presentation of significant history makers for each unit studied

• Weekly tests

VII. The marking period final grade will consist of the following elements in the percentages

indicated:

• 30 %: Tests and Quizzes

• 30 %: Class Activities

• 20 %: Projects

• 10 %: Writing Portfolio

• 10 %: Homework

VIII. Other important items specific to this course include:

• Class attendance/absent make-up work policy:

1. Class attendance is extremely important. School policy specifies an allowed number of absences per school year; however, you would be wise to be absent from class as little as possible because you will miss important material.

  2.  Bring a 1-2 inch three ring binder to keep all papers and assignments in class.

  3.  When you miss class, make-up work assignments will be located in a folder at the classroom door.  If you are absent 1 day, you will have 1 day to complete your make-up work.
       If you are absent 3 days, you will have 3 days to complete your make-up work.

• Late work policy

1. If you are in class but forget to turn in an assignment, you may bring it in by the end of the day and receive five points off for lateness.  You will then receive ten points off for each additional day that the assignment is late. 

  2.  All late work must be turned in within five school days.

• Teacher contact information

       Mr. Sheffield, M. Ed., RAA

       Teacher of Social Studies & Psychology K-12

       Teacher of the Handicapped K-12

       Email: [email protected]

       Work: 856-935-3900 ext. 3337

 

Applied U.S. History II Course Syllabus

 

I. The major content topics of this course for this semester are:

• Development of Industrial America: 1862-1900

• The Emergence of Modern America: 1898-1929

• Depression and World War II: 1930-1945

• Postwar United States: 1946-1968

• Contemporary United States: 1968-Present

II. The major skills objectives of this course for this semester are:

• Develop geography references and map reading

• Draw inferences of geography region as to climate, population and resources

• Identify social, economic, cultural, and political significance of major events in the establishment of our country’s early history

• Critical thinking and writing skills

• Draw inferences of key decisions that people faced in our history

• Review primary sources to answer document based questions

• Participate in pro/con debates of conflicting views of many historical events

• Comparison of historical events to present day national and world events to determine facts, opinion, and bias

III. New Jersey Core Curriculum Content Standards

Standard 6.1 U.S. History - America in the World

Standard 6.3 Active Citizenship in the 21st Century

IV. Learning resources utilized during this marking period will include:

Textbook

• United States History, 2001 by American Guidance Service, Inc.

Interactive Cooperative Activity Materials

• Key Decisions in U.S. History, 1997 by J. Weston Walch

• Pro vs. Con Conflicting Views of Major Events in American History, 2000 by Education Innovations, Inc.

• 61 Cooperative Learning Activities in U.S. History, 1996 by J. Weston Walch

• Document Based Assessment Activities for U.S. History Classes, 1995 by J. Weston Walch

Supplemental Resource Materials

• World and North America Maps and Atlas

• Student Study Guide Outlines and worksheets

• Homework assignments

• Videos/DVDs

• Internet research

V. Major activities in daily classroom instruction will consist of:

• Lectures/power point presentations/demonstrations/audio-visual presentations

• Independent practice/individual projects/individual presentations

• Collaborative work/collaborative projects/collaborative presentations

• Class discussions/class lead lessons/class debates

• Research based projects

• Study biographical material on key historical figures

• Created time lines and posters of key historical figures and events using various art materials

VI. Assignments during this semester will include:

• In-class Student Outline Guide Worksheets

• Homework assignments

• Internet research to address facts of significant events and personalities in our history

• Student report and presentation of significant history makers for each unit studied

• Weekly tests

VII. The marking period final grade will consist of the following elements in the percentages

indicated:

• 30 %: Tests and Quizzes

• 30 %: Class Activities

• 20 %: Projects

• 10 %: Writing Portfolio

• 10 %: Homework

VIII. Other important items specific to this course include:

• Class attendance/absent make-up work policy:

1. Class attendance is extremely important. School policy specifies an allowed number of absences per school year; however, you would be wise to be absent from class as little as possible because you will miss important material.

  2.  Bring a 1-2 inch three ring binder to keep all papers and assignments in class.

  3. When you miss class, make-up work assignments will be located in a folder at the classroom door.  If you miss 1 day from school, you will have 1 day to complete your make-up
      work.  If you miss 3 days from school, you will have 3 days to complete your make-up work.

• Late work policy

1. If you are in class but forget to turn in an assignment, you may bring it in by the end of the day and receive five points off for lateness.  You will then received ten points off for each additional day that the assignment is late. 

2. All late work must be turned in within five school days.

• Teacher contact information

       Mr. Sheffield, M. Ed., RAA

       Teacher of Social Studies & Psychology K-12

       Teacher of the Handicapped K-12

       Email: [email protected]

       Work: 856-935-3900 ext. 3337