MWilliams Psychology.doc.docx

**Elective: Psychology** ======================== Prince George's County Social Studies ===================================== **[INSTRUCTOR & COURSE INFORMATION:]** Name: Mr. Michael Williams E-Mail Address: michael2.williams\@pgcps.org Office hours: By appointment only Phone Number: 301-546-7...

**Elective: Psychology** ======================== Prince George's County Social Studies ===================================== **[INSTRUCTOR & COURSE INFORMATION:]** Name: Mr. Michael Williams E-Mail Address: michael2.williams\@pgcps.org Office hours: By appointment only Phone Number: 301-546-7247 **TEXT:** *Psychology in Your Life, 3rd edition,* W.W. Norton, 2019 Supplemental course resources: 1. 2. 3. **[COURSE OVERVIEW:]** ================================== This semester-long course is recommended for juniors and seniors. It introduces students to psychological research and concepts of human behavior. The Psychology course topics include research methodologies, biological bases of behavior, sensation and perception, principles of learning and memory, intelligence, personality development, and psychological pathologies. **[GOALS:]** ======================== - - - - **[EXPECTED LEARNER OUTCOMES:]** 1. 2. 3. 4. 5. 6. 7. 8. **[GRADING:]** +-----------------------+-----------------------+-----------------------+ | **Factors** | **Brief Description** | **Grade Percentage** | | | | | | | | **Per Quarter** | +=======================+=======================+=======================+ | **Class Work** | Includes all | 35% | | | assignments completed | | | | within the class | | | | setting. Recommended | | | | assignment types | | | | include but are not | | | | limited to: | | | | | | | | Document Based | | | | Analysis | | | | | | | | Writing Tasks | | | | | | | | Analysis of Sources | | | | i.e. Political | | | | Cartoons, Charts, | | | | | | | | Graphs, Maps etc. | | | | | | | | Simulations i.e. | | | | Model UN, Debate, | | | | Moot Court, Town | | | | | | | | Hall Meetings, Mock | | | | Trials etc. | | +-----------------------+-----------------------+-----------------------+ | **Independent | Includes all | 25% | | Assignments** | assignments completed | | | | outside of the class | | | | | | | | setting. Recommended | | | | assignment types | | | | include but are not | | | | limited to: | | | | | | | | Content Readings | | | | | | | | Study Guides | | | | | | | | Video Analysis | | | | | | | | Review Notes | | | | | | | | Article Reviews | | +-----------------------+-----------------------+-----------------------+ | **Assessment** | Includes formative | 40% | | | and summative | | | | assessment. | | | | | | | | Assessments must | | | | address content | | | | standards and vary to | | | | address student | | | | population. | | | | | | | | Unit Assessment | | | | | | | | Project Based | | | | Assessment i.e. | | | | Research Paper, | | | | Exhibit, | | | | | | | | Performance, Website, | | | | Simulation etc. | | +-----------------------+-----------------------+-----------------------+ | **The following | | | | numerical equivalents | | | | will be used in | | | | computing the** | | | | | | | | **GPA from report | | | | card letter grades** | | | | | | | | **Honors A = 4.50, B | | | | = 3.50, C = 2.50, D = | | | | 1.50, E = 0** | | | +-----------------------+-----------------------+-----------------------+ **[INSTRUCTOR EXPECTATIONS:]** **Submitting Assignments:** Class resources and assignments will be uploaded to Canvas on a regular basis. All written work must be submitted (using a Google Doc, unless otherwise specified) on Canvas by the date specified. Points will be deducted if an assignment is submitted late without a valid excuse. - - - - - - - **Expectations:** - - - - - - - - **Consequences:** Acts of disrespect and intolerance are unacceptable and disruptive to the learning process. Primary infractions will result in a verbal or written warning, and secondary infractions will result in parental contact. More serious infractions will result in administrative referral. **Code of Conduct:** Students at the Academy of Health Sciences @ PGCC are subject to the expectations of conduct outlined in both the Prince George's County Public Schools Handbook of Student Rights and Responsibilities and the Prince George's Community College Code of Student Conduct. It is the student's responsibility to familiarize him or herself with the rules and regulations of both institutions and understand the procedures established for violations of said rules. **Academic Integrity:** All work to be submitted should be completed on your own and in your own words. Instances of copying, plagiarism (from classmates, former students, Internet sites, books, or other outside sources) or other forms of cheating will result in a zero for the assignment. Repeated instances will result in a conference with parent(s) and administrative referral. ***Academic Dishonesty:*** Academic dishonesty (*cheating*) can take on many forms, including (but not limited to): - - - - Any work that references another source, such as a textbook or a website, should be cited properly. Unless otherwise specified, please adhere to APA format for citations. Consult [[www.scribbr.com]](http://www.scribbr.com) , [[www.easybib.com]](http://www.easybib.com) or [[www.citationmachine.net]](http://www.citationmachine.net) if you require formatting assistance. **Tentative Course Outline and Sequence** **\*\*subject to change** +-----------------------------------+-----------------------------------+ | **Unit 1: Introduction to | | | Psychology** | | | | | | Focus Question: Why is psychology | | | important to you? How do | | | psychologists avoid bias in their | | | studies? How do ethical issues | | | impact the study of psychology? | | +===================================+===================================+ | Lesson 1: Brief history of | | | psychology | | | | | | Lesson 2: Major Perspectives | | | | | | Lesson 3: Subfields in Psychology | | | | | | Lesson 4: Research Models | | | | | | Lesson 5: Bad Science | | | | | | Lesson 6: Unethical Experiments | | +-----------------------------------+-----------------------------------+ | *Unit Review and Assessment TBA* | | +-----------------------------------+-----------------------------------+ | **Unit II: The Lifespan** | | | | | | Focus Question: How does | | | development happen in the womb? | | | How do children and infants | | | develop physically, mentally, | | | socially, and morally? How do | | | adolescents develop? How do | | | adults develop? | | +-----------------------------------+-----------------------------------+ | Lesson 1: Infant Development | | | | | | Lesson 2: Piaget and Childhood | | | Development | | | | | | Lesson 3: Moral and Social | | | Development | | | | | | Lesson 4: Adolescent Development | | | | | | Lesson 5: Adult Development | | | | | | Lesson 6: Late Adulthood | | | Development | | +-----------------------------------+-----------------------------------+ | *Unit Review and Assessment TBA* | | +-----------------------------------+-----------------------------------+ | **Unit III: Working of the Mind | | | and Body** | | | | | | Focus Question: How do your brain | | | and nervous system impact your | | | behavior? How does nature v. | | | nurture relate to your brain? | | | What does it mean to be conscious | | | and how can consciousness be | | | altered? | | +-----------------------------------+-----------------------------------+ | Lesson 1: Nervous System | | | | | | Lesson 2: The Brain | | | | | | Lesson 3: Sensation | | | | | | Lesson 4: Perception | | | | | | Lesson 5: Drugs and | | | Hallucinations | | | | | | Lesson 6: Sleeping and Dreaming | | +-----------------------------------+-----------------------------------+ | *Unit Review and Assessment TBA* | | +-----------------------------------+-----------------------------------+ | **Unit IV: Learning and the | | | Cognitive Process** | | | | | | Focus Question: How does learning | | | occur? How are memories formed | | | and retrieved? | | +-----------------------------------+-----------------------------------+ | Lesson 1: Classical Conditioning | | | | | | Lesson 2: Operant Conditioning | | | | | | Lesson 3: Observational and | | | Cognitive Learning | | | | | | Lesson 4: Motivation and Learning | | | | | | Lesson 5: Memory Formation and | | | Retrieval | | | | | | Lesson 6: Barriers to Memory | | | Formation | | +-----------------------------------+-----------------------------------+ | *Unit Review and Assessment TBA* | | +-----------------------------------+-----------------------------------+ | **Unit V: Adjustment and | | | Breakdown** | | | | | | Focus Question: How do | | | psychological disorders impact | | | perception, sensation, emotion or | | | thoughts? How do psychologists | | | treat these disorders? | | +-----------------------------------+-----------------------------------+ | Lesson 1: Defining Abnormal | | | Behavior | | | | | | Lesson 2: Anxiety, Dissociative | | | and Somatoform Disorders | | | | | | Lesson 3: Mood Disorders | | | | | | Lesson 4: Schizophrenia | | | | | | Lesson 5: Methods of Treatment | | +-----------------------------------+-----------------------------------+ | *Unit Review and Assessment TBA* | | +-----------------------------------+-----------------------------------+ | **Unit VI: Social Psychology** | | | | | | Focus Question: How do the | | | presence of others impact your | | | attitudes, feelings and thoughts | | | towards other individuals? | | +-----------------------------------+-----------------------------------+ | Lesson 1: Attributions | | | | | | Lesson 2: Stereotypes | | | | | | Lesson 3: Attitudes and | | | Dissonance | | | | | | Lesson 4: Conformity | | | | | | Lesson 5: Obedience | | | | | | Lesson 6: Love | | +-----------------------------------+-----------------------------------+ | *Unit Review and Assessment TBA* | | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | **Quarter 1** | **Quarter 2** | | | | | **Units 1, 2, and 3** | **Units 4, 5 and 6** | +===================================+===================================+ | **[Content Focus:]** | **[Content Focus:]** | | | | | D2.Psy.1.9-12. Demonstrate a | D2.Psy.18.9-12. Apply | | basic understanding of the | psychological knowledge to their | | scientific methods that are at | daily lives. | | the core of psychology. | | | | D2.Psy.19.9-12. Apply the major | | D2.Psy.2.9-12. Investigate human | theoretical approaches in | | behavior from biological, | psychology to educational, | | cognitive, behavioral, and | emotional, political, ethical, | | sociocultural perspectives. | motivational, organizational, | | | personal, and social issues. | | D2.Psy.4.9-12. Adhere to and | | | consider the impact of American | D2.Psy.20.9-12. Suggest | | Psychological Association and | psychologically based ethical | | federal guidelines for the | solutions to actual problems | | ethical treatment of human and | including, but not limited to, | | nonhuman research participants. | those encountered in education, | | | business and industry, and the | | D2.Psy.6.9-12. Collect and | environment. | | analyze data designed to answer a | | | psychological question using | D2.Psy.22.9-12. Use psychological | | basic descriptive and inferential | knowledge to promote healthy | | statistics. | lifestyle choices. | | | | | **[Assessments:]** | **[Assessments:]** | | | | | [ ] | [**[Social Studies | | | Standards]**](http:// | | [**[Social Studies | www.socialstudies.org/system/file | | Standards]**](http:// | s/c3/C3-Framework-for-Social-Stud | | www.socialstudies.org/system/file | ies.pdf) | | s/c3/C3-Framework-for-Social-Stud | | | ies.pdf) | D1-5.6.9-12 Developing Questions | | | & Planning Inquiry | | D1-5.6.9-12 Developing Questions | | | & Planning Inquiry | D2Eco1-15.9-12 Applying | | | Disciplinary Tools & Concepts | | D2Eco1-15.9-12 Applying | (Economics) | | Disciplinary Tools & Concepts | | | (Economics) | D2His1-17.9-12 Applying | | | Disciplinary Tools & Concepts | | D2His1-17.9-12 Applying | (History) | | Disciplinary Tools & Concepts | | | (History) | D2Civ1-14.9-12 Applying | | | Disciplinary Tools & Concepts | | D2Civ1-14.9-12 Applying | (Civics) | | Disciplinary Tools & Concepts | | | (Civics) | D31-4.9-12 Evaluating Sources & | | | Using Evidence | | D31-4.9-12 Evaluating Sources & | | | Using Evidence | D41-8.9-12 Communicating | | | Conclusions & Taking Informed | | D41-8.9-12 Communicating | Action | | Conclusions & Taking Informed | | | Action | | +-----------------------------------+-----------------------------------+ **Article Reviews** **Directions**: For this course, you will be required to author four (4) scholarly article reviews. The purpose of this assignment is to help you understand how research is conducted and reported in the field psychology. You are asked to read and review an article in the field of psychology. Articles of this type will typically report on original research or replications of previously conducted experiments, or they will be literature reviews in which the author(s) present the results of a literature search on a specific topic. You have the flexibility of selecting your topic as long as it relates to some aspect of this course. When doing research of any kind, it is important to ensure that the information presented in relatively current; therefore the publishcation on the articles you review must not pre-date 2010. +-----------------------------------+-----------------------------------+ | **Format** | **Content** | +===================================+===================================+ | 1-2 pages in length (not | Part 1: Citation of article in | | including reference page) | APA | | | | | Typed, double-spaced | Part 2: Summary | | | | | Arial or Times New Roman font | Part 3: Highlights of the article | | size 12 max | | | | Part 4: Implications, opinions, | | APA style | evaluations | | | | | Reference page | | +-----------------------------------+-----------------------------------+ **General Directions for your Article Reviews** **First, summarize the article.** ***Example:*** The subject of this article is to review the literature on the effects of poverty on children in the United States, including economic, ecologic and family influences. Poverty is defined as \"a condition of misery, hopelessness and dependency.\" (Heclo, 2013). This article examines previous writings and attempts to develop an understanding of the role the state of poverty could play in the development of the child. **Second, examine specific features of the article.** Select 3 features of the article (major points) to examine in this portion of your review. In this section you will use direct quotes from the text and provide your own analysis. **Finally, offer your opinion on the value of the study**. Will this study further our knowledge base or the goals of psychology, i.e., to describe, explain, predict and influence. What are the social or educational implications of the article? (How will the information be useful in a practical way?) You can also critique the style or structure of how the work was written that adds to or detracts it from being effective. Charles Xavier Psychology *Administrators and Accountability* Pesch, Udo, "Administrators and Accountability: The Plurality of Value Systems in the Public Domain", Public Integrity, Fall, 2013, Vol. 10, No. 4, pp. 335-343. The article, "Administrators and Accountability: The Plurality of Value Systems in the Public Domain", seeks to address how accountability and value systems interact in the decisions made by public administrators. The research problem being addressed is whether public administrators are free from accountability for their decisions and what are the different influences that can affect their decisions. It is clear from the abstract of the article that this is no simple issue. In fact, the article if fairly confusing for the first couple paragraphs. The author starts by saying that explicit ethics codes of reference systems make it easier to hold individuals accountable for their actions, however a conflict emerges when an individual's moral values are different from such accountability policies. What can make accountability more complicated are the motivations of the administrator and also the individual's inability to perceive future consequences of their decisions. To such a complicated issue the author sums the research up well by saying that there are times when a public administrator has to violate their own moral codes because there are no universal moral rules that allow a civil servant to live up to integrity standards (Pesch, 2013, p.341). A public administrator can hide behind laws and organizational procedures, but ultimately this is no reason to disregard accountability and there are ways that these individuals can act morally. Pesch writes, "It would be more sensible to design accountability arrangements that acknowledge that civil servants are actively responsible for their actions, and that try to provide them the opportunity to consciously address the potential difference between authorized rules and communal principles and values." And, while this is excellently laid out as a theory, the author ultimately admits that there is no single best design for an accountability agreement on a tangible level. Overall this article isn't very straightforward in the beginning and it's not until the second page that you realize where the article is headed. In order to have more people be engaged and read the whole article it needs a new, more concise introduction. Once the reader gets to the really good examples that are relevant to the everyday life of a public administrator, a good portion of the article has already past. Overall it is a good, well-written article with an important message for public administrators and organizations. The piece, when taken as a whole, is relevant and very convincing in theory but starts slow and never lays out a concrete way of approaching this complex problem.