Ap Final Grades

AP PSYCHOLOGY is an HONORS level college class. It requires more work than a general psychology class in college. Students can get college credit at HACC or Millersville. This is an easier option. Passing the AP test (with 3-4-or5 depending on school) is nationally recognized as college psychology credit. See http://vitaappsych.wikispaces.com/ for more info/used books.

#1 Email teacher #2 Purchase text #3 Summer- with your contact new or used – have reading, double- email by Monday in class on first entry journal. Have July 1, 2013 day, Monday notebook in the August 26th. main office by Optional, but Thursday (8/15) by recommended: 8:00 AM. Can Barron’s AP Psych drop-off anytime Review book before in August M-Th if needed. Assignment One (4 points): Email Ms. Vita (maria.vita@pennman or.net) In this email simply confirm whether you still intend to take this course. Do this by Monday, July1st. *Please send this email from whatever email address you would prefer Ms. Vita use for occasional contact emails.

EXPECT TO READ EVERY NIGHT: YOU WILL SUCCEED IF YOU READ AND STUDY Psychology Eighth Edition in Modules by David G. Myers is a college-level text. You will have 1-3 hours of homework/reading/note taking a night. Homework will be checked periodically and/or assessed through discussions or quizzes. Worth Publishers 2006  ISBN-10: 9780716779278  ISBN-13: 978-0716779278 Grading Proportions All of the work in this course is assigned a point value based on its relative importance and the amount of time and effort the work requires. Unit tests are worth approximately 100 points; the other assessments have values that vary widely depending on the particular assignment. Students will be evaluated by the following: % of Grade Traditional Assessments: Tests, Quizzes 55% Alternative: Homework, Projects, Activities 45%

*If you have a difficult time with exams, understand these are the bulk of your grade.

SUMMER READING

Synopsis: Students will read first half of Thinking Fast and Slow by Daniel Kahneman. The excerpts are approximately 123 pages in length: Hard copies given at summer meeting and in the main office.

Students will keep a double-entry journal while reading the text, with quotations and summaries on the left-hand side and thoughts/reflections on the right-hand side. This assignment is due by 8:00 am on the THURSDAY (8/15) PRIOR to the first day of school in the main office. NO LATE WORK WILL BE ACCEPTED AND ANYONE WHO FAILS TO COMPLETE THIS PROJECT WILL FAIL MARKING PERIOD ONE and will be at a disadvantage for the course average. If you need help at any time, please e- mail questions or concerns to [email protected]

Double-entry diary. Students should obtain a spiral bound notebook of at least 75-100 pages. As students read Thinking Fast and Slow…, they should keep a double-entry diary that ends up being AT LEAST forty-five WELL-WRITTEN pages in length (at LEAST 3- 4, single-sided pages per chapter for a minimum grade of C-). Students will turn in hand- written copies of double-entry diaries PRIOR TO THE FIRST WEEK OF SCHOOL.

Purpose: One of the goals in this course is to help students READ and WRITE critically. A double-entry diary serves that purpose and will be similar to the way students read the textbook each night.

Process: 1. In a double-entry diary, students write significant and noteworthy quotations and page numbers on the left side. Write down whatever provokes your thinking – a quotation, illustration, an idea, a vocabulary word, a fact, a story or even a word that you do not know. 2. On the facing right side page of the journal, write a response. This can include definitions to words you do not know, connections, questions, thoughts, opinions – it is okay to question the author’s thesis or evidence, and explanations.  For each chapter (there are 13), students should begin a NEW PAGE in their notebook with the chapter’s title.  For each quotation/summary – students should write the page # or #s that relate to the excerpt and/or ENDNOTES. The left margin should have page numbers all along the edge.  Students should write as much reflection on the right hand side as possible. Can begin with statements like, “this reminds me of…” “I think this means…” “Kahneman (the author) wants the reader to understand that…” “This is important to understand because…” “I can apply this concept to my own life, for example,…”

This double-entry journal will be graded on thoroughness (how well students describe the main points of the book – details –details – details!) comprehension (the use of summaries to show clarity and understanding) and originality (how well students describe the book in their own words, its significance and applicability).

WARNING! The summer project is an INDIVIDUAL ASSIGNMENT. Do not share your work with any other students! Evidence that you shared your responses with another student will result in ALL involved receiving an automatic ZERO. Even using someone else’s highlighted or annotated book or basing your responses on someone else’s quotations, highlights, or annotations is considered cheating. YOU MUST FIND YOUR OWN QUOTATIONS, SIGNIFICANT EXCERPTS and GIVE YOUR OWN THOUGHTS AT ALL TIMES. DO NOT USE ANY OTHER SOURCES (like the internet) for this project. The journal should be your words at all times or the author’s words. If you need a definition of a word, use a dictionary and cite it. If you have questions AT ANY TIME please contact Ms. Vita – [email protected] Sample of what is expected:

Interesting quotation Your thoughts, connections, explanations… p #

19 the woman’s face! Kahneman says that my reaction to this

woman’s face is “intuitive.” The

dictionary defines “intuitive” as an

“instinctive…feeling.” As Kahneman

suggests, this is a type of fast thinking – I am able to react to the face and even make predictions.

20 17 x 24 is a type of slow thinking Kahneman says I cannot just “guess” the

answer to this type of math problem. I

must do the work. My intuition/fast

thinking does not help me know with

“certain[ty]… that the answer is not 586”408

So these examples get me to quickly see how

my brain can think fast or slow

Dear A.P. Psychology Guardians/Parents:

The Advanced Placement Psychology course is designed to reflect the content of a college-level course. Due to the nature of the course, students may read and discuss material that is both mature and controversial.

The college board requires that students study human motivation. Biological factors like hunger, thirst, and arousal shape our behavior. A small part of this study will include current scientific research on sexual orientation. Students will read and discuss findings that suggest homosexuality is biologically assigned rather than chosen.

Please indicate whether or not you will give consent to your son or daughter to read Module 36 in the textbook and discuss the themes connected to it. If you want your child exempted from this reading and discussion, there will be another assignment for your son or daughter to complete in lieu of the other activities. There will, of course, be no penalty to any student who cannot participate in the reading/discussion.

Please understand that controversial topics are challenging to teach because they raise issues deep in the inner core of the student. One of my goals as a teacher is to help your child become an independent and critical thinker. Students should understand controversial readings and discussions, but their personal values will not be deprived. Students will be encouraged to choose their opinions regarding all controversial material. Please contact me if you have any questions or would like any other information about the topic.

Thank you in advance for your time and consideration,

Ms. Maria Vita [email protected] 717-872-9520 ext. 1545

------Permission Slip for Controversial Material ______Yes, I give my child permission to read Module 36 and discuss current research on sexual orientation.

______No. I would like to make my child exempt from readings and discussions on sexual orientation. I understand my child will be provided with an alternate activity.

Student’s Name (please print)______

Parent/Guardian’s Name (please print) ______

Parent/Guardian’s Signature ______

Date______