welcome to ap/nsl government · welcome to ap/nsl government ... students will maintain an...

Welcome to AP/NSL Government AP/NSL Government is a challenging course designed to prepare 10th graders for the College Board’s AP US Government and Politics Exam in May. The AP exam is a national exam written and graded by the College Board to meet college‐level standards. As such, it requires a huge leap from the work done in the high school freshman US History course. The course has an intense reading load. Success in this course requires that students remain current in their reading. Students must read actively, meaning that they consider the meaning of the text, the connections to prior information and the application of the information in the real world as they read. Their notes should summarize the important information from the text in the student’s own words, and students should review and annotate their notes in class and prior to tests and quizzes. Students are asked to relate the course to real world. This is much easier, and the class is much more relevant, if students regularly watch a national news program or read a national newspaper. Actually, adding some political news items to their twitter feeds is a good way to get news‐the news comes to the reader. All of this will take more time than students are used to devoting to one class, but it can be done. Many AP Government students are involved in sports, student government, clubs and activities. The time‐management skills students learn now will help students be successful as they increase the number of college‐level courses they take as juniors and seniors. There are many advantages to investing the time in taking a rigorous course such as AP/NSL. First, students come away with a deeper understanding of our system of government than they would get even in an honors level high school class. Next, the reading comprehension skills developed during this year will help students perform better in future AP and college courses. In addition, students will develop listening comprehension, analytical writing, critical thinking, note taking and study skills. Finally, college admissions officers appreciate that students push themselves by taking the most rigorous courses available. They look for students who accept a challenge, and show improvement over time more than students who settle for easier work. Grades in an AP class may be lower than some students expect. A student will not earn an automatic A simply by completing all the assignments. Quiz and test scores need to be high, on both the multiple choice and essay portions. Unit tests are graded according to a curved scale used by the College Board. Students can get as few as half the multiple choice questions wrong, and still have a realistic chance of earning the equivalent of a “3” or passing score, on the AP scale. Nevertheless, if it is too easy to get an A, students and parents will have an unrealistic idea of the student’s progress and likely performance on the exam. Please know, however, that earning a C in the course, or a 2 on the AP exam, is not a bad thing for a sophomore doing their best in an AP class. As long as the student continues to work hard, and earns higher grades in his or her junior and senior years, colleges will assume that the student is highly motivated and prepared for the challenges of college A student’s grade is based on a combination of summative assessments (40% of the overall grade), formative assessments (50% of the overall grade) and homework (10% of the overall grade). Summative assessments include unit tests and work that ends a sequence of lessons. Formative assessments include a wide variety of work. The formative assessments include quizzes and assignments that involve different skills, such as seminars, vocabulary work, and other assignments related to classwork. Students will maintain an interactive notebook containing their reading notes, class notes as well as reflections and activities designed to allow students to show what they have learned before unit tests or quizzes. Some quizzes will be graded as homework and some as formative assessments. Homework quizzes may not be retaken. Generally, criteria for success are given for each assignment. MYP assignments will be graded as described on the back of this sheet. The overall grading scale is the same as any other MCPS class: 89.5 to 100% = A; 79.5 to 89.4% = B; 69.5 to 79.4 = C; 59.5 to 69.4 = D; below 59.5 = E. We are available for help during lunches on most day except Wednesdays. Please also feel free to contact us by email at [email protected] or [email protected] We are looking forward to a great year!

As an IB school, students will be assessed against IB Middle Years Programme objectives for Individuals and Society (History): Objective A: Knowing and understanding Students develop factual and conceptual knowledge about individuals and societies. In order to reach the aims of individuals and societies, students should be able to

i. Use terminology in context ii. Demonstrate knowledge and understanding of subject‐specific content and concepts through descriptions,

explanations and examples Objective B: Investigating In order to reach the aims of individuals and societies, students should be able to

i. Formulate a clear and focused research question and justify its relevance ii. Formulate and follow an action plan to investigate a research question iii. Use research methods to collect and record relevant information iv. Evaluate the process and results of the investigation

Objective C: Communicating In order to reach the aims of individuals and societies, students should be able to

i. Communicate information and ideas using an appropriate style for the audience and purpose ii. Structure information and ideas in a way that is appropriate to the specified format iii. Document sources of information using a recognized convention

Objective D: Thinking critically In order to reach the aims of individuals and societies, students should be able to

i. Discuss concepts, issues, models, visual representation and theories ii. Synthesize information to make valid arguments iii. Analyze and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations iv. Interpret different perspectives and their implications

As an IB school, we will report student progress on the above objectives using the following criteria. The purpose of reporting MYP levels of achievement is to communicate students’ progress towards the achievement of the MYP objectives in each subject area. The MYP objectives are the key learning areas in Individuals and Societies (History) on which students will be assessed. The MYP criteria are:

Criterion Learning Objective Max Rubric Score

Criterion A Knowing and Understanding Maximum 8

Criterion B Investigating Maximum 8

Criterion C Communicating Maximum 8

Criterion D Thinking Critically Maximum 8

Students’ levels of achievement on the MYP Objectives will be reported on Edline as an ungraded assignment. Students and parents will receive a Progress Report at the end of each semester, which will document students’ achievement in each of the IB MYP subjects in which he or she is enrolled.

AP PSYCHOLOGY 2015-2016 Syllabus

M.Jones

1ST SEMESTER 2015-16 A.P. PSYCHOLOGY

SYLLABUS

TOPIC %A.P. TEST CHAPTER(S) DATES 1. History and Approaches 2-4% 1 Aug 31th -Sept 9th Unit Test Sept. 11th 2. Methods 6-8% 2 Sept 14th – 21st Unit Test Sept. 24th 3. Biological Bases of Behavior 8-10% 3 Sept 25th -Oct 12th Unit Test Oct. 14th 4. Sensation & Perception 7-9% 4 Oct 15th – Oct. 28th

Unit Test Oct. 30th

5. States of Consciousness 2-4% 5 Nov. 2nd – Nov. 12th Unit Test Nov. 13th 6. Learning 7-9% 6 Nov 16th – Nov. 24th Unit Test Dec. 3th 7. Cognition 8-10% 7 Dec 4th -Dec 17th Unit Test Dec. 21st 8. Emotion 7-9% 8 Dec 22nd , – 23rd 9. Motivation 7-9% 8 Jan. 19th – 27th

Aug. 31 Review Syllabus Behavior/ Ground rules Investigation: Dinner Party project one

Sept. 1 Books Cornell Notes Start History & Approaches

2 History & Approaches


4 History & Approaches 1. Freestyle Friday 2. Summer Reading Assignments due

7

NO SCHOOL

Labor Day



-Jeopardy- Dinner Party Due

10 NO SCHOOL

ROSH HASHANAH

11 TEST TEST TEST TEST TEST TEST

14 Methods No School For Students And

Teachers

15 Methods - 1. Stranger Lab 2. create survey Methods -notes and discussion

*Lunch: Review test

16 Methods

notes and discussion

1. types of research

17 Methods -notes and discussion

1. correlation/ c ausation 2. collect class data

18 Methods 1. Freestyle Friday

21 Group Essay

Tally and discuss

surveys

22

-Jeopardy- 1. Stranger Lab Due 2. Dist. brain project/ recipe

23

No School For Students And

Teachers

24 Methods

TEST TEST TEST TEST TEST TEST

25 Biological Basis AWAKENINGS. 1. Brain Recipe/ instruction 2. Paper’s back 3. Awakenings *Lunch: Review test

28 Biological Basis 1.AWAKENINGS 2. Neuron/ Define terms

29 Biological Basis 1.Finish AWAKENINGS

30Biological Basis -notes and discussion

1. The Neuron 2. transmission 3. PNS

Oct 1Biological Basis -notes and discussion

1. Freestyle Friday

2

Early Release Day for All

Students

AP Psychology September

5 Biological Basis

1.Neurotrans. How it works

2. Massive skit 3. Endocrine sys.

6 Biological Basis -notes and discussion

1. Finish Endo sys. 2. internal and external brain

7 Biological Basis

-notes and discussion

1. brain scans/ parts

8 Biological Basis


1. Cerebral dominance etc. 2. internal and external brain

9 Biological Basis “Insensitive”

12 Biological Basis 1. Cerebral dom. 2. motor/ sensory

13 Biological Basis

-Jeopardy- Bring a blindfold 10/7

14 Biological Basis

TEST DAY TEST DAY TEST DAY TEST DAY

Bring a blindfold

15 Sensation and Perception 1. Brains Due 2. Sensory Guy 3. Are you blind? *Lunch: Review test

16

No School For Students

And Teachers

19 Sensation and Perception -notes and discussion 1. Are you blind? Questions/ Discuss 2. Intro. Sense/Perc.

20 Sensation and Perception

notes and discussion

1. Eye



1. Eye and Ear



1. Label 2. Wave length 3. Theories

23Sensation and Perception Freestyle Friday



1. After image/ blind spots, etc. 2. Taste/ touch/ smell 3.Taste demo.

27 Sensation and Perception 1. Taste/ touch/ smell


1. Perception 2. Illusions etc.


-Jeopardy- 1. Perc./Q&A 2. Sensory Guy Due (marking period ends)



Nov. 2

Professional Day for

Teachers No School

3 States of Consciousness 1. Dream Journal 2. DreamMovie 3. papers back *Lunch: Review

test

4 States of Consciousness

Movie

5 States of Consciousness Movie

6 States of Consciousness 1. Finish movie 2. Notes sleep/ states of consciousness

AP Psychology OctoberFEST Syllabus

9. States of Consciousness -notes and discussion

1. Intro/ Sleep 2. dreams (book work – Quiz)



1. Hypnosis/ meditation

11 States of Consciousness -notes and discussion

1. DRUGS!!

12 States of Consciousness 1. finish drugs?

-Am. Race?- 3. Dream Journals due



16 Learning CastAway –

1. Learning Packet *Lunch: Review test

17 Learning CastAway –

18 Learning

CastAway – movie Q’s and discuss

19 Learning -notes and discussion

1. Scen./ telephone 2. intro Learning/ Classical Cond.

20 Learning -notes and discussion 1. The Office 2. Operant Conditioning

23 Learning

-notes and discussion 1. Cog. Learning 2. Behavioral/ Observational

24 Learning

-notes and discussion 1. Behavioral/ Observational

25 Learning

EARLY RELEASE Day for All Students

26 NO SCHOOL THANKSGIVING

Schools and offices closed

27 NO SCHOOL THANKSGIVING


30 1. Group Essay? Freestyle Friday

Dec. 1

2 Learning

-Jeopardy- 1. Learning Packet Due

3 Learning


4 Cognition 1. Borne Identity *Lunch: Review test

7 Cognition 1. Borne Identity

8 Cognition 1. Borne Identity 2. Memory game 3. scenario 4. telephone/ sandwich

9 Cognition

--notes and discussion 1. memory sys.

10 Cognition notes and discussion 1. Quiz 2. Memory 3. Penny test 4. Flashbulb

11

AP Psychology NOVEMBER

Dec 14 Cognition


1. memory parts and functions 2. Diagrams 3. Priming/ music

15 Cognition


1. Remembering

16 Cognition -notes and discussion

1. Remembering 2. Group Essay+15 3. Distribute forgetting sheet

17 Cognition -notes and discussion

1. Forgetting 2. Seven Sins 3.Cognition in Language

18 Cognition Go over language

-Jeopardy- 1. Mem. Game

due

21 Cognition TEST DAY TEST DAY TEST DAY TEST DAY

22 Emotion 1. types of emotion 2. theories

23 Emotion

1. theories 2. concepts

24

Winter Break beginsSchools and

offices closed

25

Winter Break Schools and

offices closed

28


29

Schools and

offices closed

30

Schools and

offices closed

31


Jan. 1

New Year’s Day


4 Emotion 1. polygraph 2. review sheet

5 Steps Due

5 Practice Tests

6

Practice Tests

7

EXAM REVIEW

(taboo)

8

EXAM REVIEW

(taboo)

11 EXAM

12 Week

13

EXAM

14 Week

15 EXAM include

Motivation) 1&2

(End of 2nd Marking Period)

** Note: In the event of unforeseen school cancellations or delays students will still be held responsible for all assigned work including reading. Always consult edline or your Google Chrome account**

AP PSYCHOLOGY DECEMBER

18

Happy Birthday

Dr. King

19Motivation Start Motivation


20

21 Motivation


22Motivation

-notes and discussion Freestyle Friday

(emo/ mot)

25

NO SCHOOL- Professional DAY

26Motivation

Movie: 1. The Goonies 2. Goonies Capture

27 Motivation

Movie: 1. The Goonies 2. Goonies Capture

28 Developmental Psych.

WELCOME 1. Intro 2. Requirements 3. Flour Babies

29Developmental Psych. -notes and discussion

1. Bob’s and Jim’s 2. abuse & neglect

3. flour babies

Feb.1 Developmental Psych. -notes and discussion

1. Intro – terminology 2. Cog. Dev. Qs

2 Developmental Psych. -notes and discussion

1. Piaget & work


1. go over Piaget 2. Erikson


1. Group Essay

+30


1. Freestyle Friday


9Developmental Psych.

-Jeopardy-

10Developmental Psych.


11 Developmental Psych. 1. flour babies due *Lunch: Review test

12 Personality -notes and discussion 1. Humanistic pages 2. confirm char. 3. Catch Me…

15

President’s Day Schools and

Offices closed

16

17

18

19

** Note: In the event of unforeseen school cancellations or delays students will still be held responsible for all assigned work including reading. Always consult edline or your Google Chrome account **

AP Psychology January & February

Advanced Placement Psychology Grades 11-12 There is no prerequisite for this AP Psychology course. However, you must be willing to: interact with new materials, work closely with others, and read your textbook regularly. You should be enrolled in AP Psychology because YOU want to be, not because your friends are taking the class. Your decision to take this class should be based on your desire to expose yourself to college-level material, for the opportunity to exempt yourself from a college-required class and obviously because you interested in learning about psychological theory. Having said all that THIS IS NOT AN EASY ‘A’; you will be held accountable. IF you took this course for an easy grade and you are not willing to keep up with all facets of this course, you WILL NOT PASS. College courses are very expensive, you are getting an opportunity to save that money you would have spent on psychology 101 by passing the exam at the end of the year and receiving credit, not to mention saving yourself from having to hear the EXACT same material again in college. If nothing else that should motivate you (think about it, Psychology is often a 4 credit course, equaling up to $2,000 you save by passing the exam) All students should take the AP Exam at the end of the year. This exam exempts you from your senior/junior exam. The alternative is an AP Exam from a previous year that counts towards your final grade AND is not curved. Take the College Board’s Exam, and save yourself the cash and the headache!! In AP Psychology we will answer some very basic questions:

Why do humans do what they do?! What impels us to act? How does memory work? How do drugs affect me? And why? Why is it easier for some than for others? What happens when someone is “mentally ill”? How can he/ she get better? ? How do humans develop thoughts and emotions? How are fears created? How was my self-concept developed?

WHAT MAKES ME DO THE THINGS I DO? Do I have control over my life? What made me who I am…genes, or family and friends? These and many other questions will frame the subject matter of this course. This course stresses critical thinking, reading, and writing within the context of scientific methodology and questioning. Students are introduced to the major topic areas within

psychology by studying core concepts and theories and by learning the basic skills of psychological research. Students will be graded on mastery of the subject matter through quizzes, chapter tests, group discussions, projects, study supplements, essays and midterm/finals. Keep this fact in mind: the least important person in this classroom will be me, the instructor. Acting as potential college students, you are expected to ‘charge ahead’ on your own, to seek, find, and internalize knowledge on your own. I can offer you the opportunity, but you must seize it. In short, you must be the main agent in your educational process. Text Book: Zimbardo, P (2007). Psychology – AP Edition. Pearson Publishing. Boston, Massachusetts Supplemental Text Book: Maitland, Laura. (2012). 5 Steps to a 5: AP Psychology, 7th Edition. McGraw Hill Co. New York, NY. **This resource is required and students will receive a grade for having it in class, it is very important for our exam preparation** Assessment: TESTS: There are tests scheduled for each unit. The tests are usually 60 multiple-choice questions, and one essay. The AP exam is a cumulative assessment and so are our unit tests. Terms from older units will be added on to each unit test to aid in the retention of older material and to get students used to the AP format. Before each test we will have a review session (usually in the form of a game) or a practice test, which will give students an idea of what’s on the test. Students will also be given a test study guide taken straight from one of the many AP psychology study guides we will use in class. MIDTERMS: There will be a midterm exam in January after we have concluded the first half of the course. The test will be multiple choice and will be preceded by several days of in-class review. NOTES: You must take notes! I will check them from time to time to be sure you are keeping up on your reading. Don’t fall behind; it is easy get off track and get behind. Getting caught up can be near impossible!! QUIZZES: You are responsible for doing the reading. Therefore, you will have a series of unscheduled quizzes throughout the year covering the reading, and vocabulary, be sure to keep up. I will keep students informed on what sections of the text I expect you to have read in order to be prepared for your pop quizzes.

PROJECTS: There will be a project assigned for each of the fourteen units. These projects may vary in format; the one thing to remember is that these projects will count as a formative assessment for students (60% of semester grade). BLUE CARDS: Blue Cards are a part of a reward system that has been in use for nearly a decade here in AP Psychology. Blue Cards are collected by students who: answer aloud/ contribute to class discussion, do well on group essays, and who do well on tests, quizzes and essay assessments. Blue Cards are useful because they can be used to boost your semester grade, and exempt you from assignments you don’t want to do. They can be accumulated over the course of the year and used whenever the student chooses. GOOGLE DRIVE: Montgomery County Public Schools has recently created Google Chrome accounts for each of its students. This account comes with a cloud-based storage unit called Google Drive and a Gmail account. Students will use this account regularly in AP Psychology for submitting assignments, and communicating with both the instructor and fellow students. To access your account sign into Google Chrome with your student ID number and your regular computer log-in ex: [email protected]. To email or share documents with me please use my Google Chrome address [email protected]. TWITTER: In an effort to create new ways to communicate and to increase the speed of our communication AP Psychology has a class twitter account. The account name is @shs_jones This account is used all year round as a question/ answer forum for students interested in AP Psychology; I have followed a number of useful sources so that student followers can get the information they need. I will also be available days before projects are due to offer assistance/ feedback, will publish answers to past test on the account and, probably most useful, much of the review for the AP exam will be on the class twitter account. Also, there will be times that Blue Cards will be offered to the first few students to RETWEET a post in an effort to get information out faster. PLEASE TAKE ADVANTAGE OF THIS SOURCE IT HAS PROVEN VERY USEFUL IN THE PAST. If you don’t have a twitter account you may find that it would be worth it to set one up if only just for this purpose. **I will not follow your accounts, or tweet on your timeline – this account is for strictly business I am not interested in the lives of my teen-aged clients** What I Expect From You (CLASS RULES):

1. Be prepared for every class period: Bring your class materials to class every day (please do not bring your text unless I ask in advance)

2. You are responsible for your behavior…no excuses **Appropriate behavior in class include: a. No talking out of turn

b. No use of profanity c. No eating in class unless food is provided by the instructor d. Asking appropriate questions e. Waiting to talk until you are called on f. If you are unsure what is considered polite, please ask before you act g. Participate by asking and answering questions

3. Come to school and be on time. You are responsible for your work, even if you are ill. Students who have trouble arriving on time to class will be asked to work in a different room so as to minimize class disruptions.

4. I have only one rule while in my classroom… a. ALWAYS BE RESPECTFUL OF EACHOTHER AND OTHER’S

PROPERTY. (this includes: vandalizing desks or other’s property, violating other’s space, leaving trash around, talking over others etc. )

CLASS TIPS:

1. Take complete class notes and date them (Cornell Notes are available for any student who is interested).

2. Always abbreviate and put notes in your own words. Don’t write down something you don’t understand without asking first

3. Always leave some blank spaces on each page to make additions, clarifications, and to break up info visually

4. Always review your class notes at the end of each day while they are still fresh in your mind. Expand them, clarify them, and add examples so that they make sense when you go back to study them later

5. Lean to read more effectively, these may help… a. Preview a chapter quickly before you begin. Let your brain know what

you’re about to learn b. Read actively: don’t just look at the words. If you spend a half hour

“reading” but are unable to recall anything when you are done, you have wasted your time

c. Review the material frequently, after each main subsection, and summarize in your own words

d. Do not try to read an entire chapter at once. Each chapter of your text is divided into several major sections and subsections…limit yourself to a few of these at a time.

e. Do not ignore pictures, diagrams, tables, and sidebars in your textbook. These features serve to make the text more interesting and may include important information or simply serve as reminders for later recall.

f. Take brief notes, in question and answer form, as you read. If you can condense a 30 page chapter to a few pages of good notes, it’s going to be much easier to review.

6. Half the battle is going to be vocabulary! You’ll just have to believe me when I say that this type of review really works for a course like this.

7. Buy MANY packs of index cards (you can cut them in half if you want).

8. You should be writing a flashcard for every term, fact, ideology, interesting point, etc., if you come across a concept that you do not already understand (don’t cheat yourself by being lazy and assuming you’ll remember a new term).

9. It is better to make too many early than realizing your missing vital information later

10. Organize them into the easy ones, the tricky ones, complex ones etc…each time you review your pile of ones you know should get larger. As you get closer to a test, review all your cards, particularly the ones that you found most difficult.

GRADING POLICY

Your grades will be based on a total point system, by simply dividing your total by the class total.

Unless otherwise noted, all assignments have a deadline. Assignments that are 1 day late can earn a maximum grade of B (if its perfect). On the 2nd day work WILL NOT BE ACCEPTED, no exceptions!!

Grades will be determined by averaging the total points as follows

A= 90 – 100%

B = 80 – 89%

C = 70 – 79%

D = 60 – 69%

E = 59% and below

AP PSYCHOLOGY B

2015-2016 Syllabus M.Jones

2nd SEMESTER 2015-16 A.P. PSYCHOLOGY

SYLLABUS

TOPIC %A.P. TEST CHAPTER(S) DATES 1. Developmental Psychology 7-9% 9 Feb. 2rd -Feb. 11th Unit Test Feb. 12th 2. Personality 6-8% 10 Feb.16th–Feb. 26th Unit Test March 1st

3. Testing & Individual diff. 5-7% 11 Mar. 2nd – Mar. 8th Unit Test Mar. 10th 4. Abnormal Psychology 7-9% 12 Mar. 11th – Mar. 17th

Unit Test March 21st

5. Treatment of Psych. Disorders 5-7% 13 April 4th - April 7th Unit Test April 8th 6. Social Psychology 7-9% 14 April 11th – April 14th Unit Test April 15th EXAMS/ AP Review

18 Dr. Martin Luther

King, Jr. Day No School & offices closed

19

Exams

20

Exams

21

Exams

22

Exams (include

Emotion) 1&2

25 Professional Day for Teachers – Schools and

offices closed

26

WELCOME 1. Intro 2. Requirements

27 Motivation Start Motivation -notes and discussion

1.

28 Motivation

29 Motivation

-notes and discussion Freestyle Friday

(emo/ mot)

AP Psychology January & February

Feb. 1 Motivation

Movie:

1. The Goonies 2. Goonies Capture

2 Motivation

Movie: 1. The Goonies 2. Goonies Capture 3. Flour Babies


1. Bob’s and Jim’s 2. abuse & neglect

3. flour babies


-notes and discussion 1. Intro – terminology

2. Cog. Dev. Qs

5Developmental Psych. 1. Freestyle Friday 2. Piaget & work


1. go over Piaget 2. Erikson



1. Group Essay

+30


1. Jeopardy



15

President’s Day – Schools and

offices closed

16Personality

-notes and discussion 1. Humanistic pages 2. confirm char. 3. Catch Me…

17 Personality

1. Catch Me…

18 Personality 1. Catch Me…

19 Personality -notes and discussion 1. Neo-Freud 2. Humanism

** Note: In the event of unforeseen school cancellations or delays students will still be held responsible for all assigned work including reading. Always consult edline or your Google Chrome account **

22 Personality -notes and discussion 1.Freud/ Rorschach. 2.create Rorschach

23 Personality

24 Personality -notes and discussion

1. psychoanalytic Ego Defense 2. Social, Cog. & Trait

25 Personality 1. Trait & Social Cog 2. Personality Project due

26 Personality Early Release

29Personality

-Jeopardy-

Projects Due

Freestyle Friday (dist. / twitter)

March 1


1. Personality

2 Testing and Intell.


1. Multiple intell tests *Lunch: Review

test



1. Multiple discussion



1. psychometric & cognitive work

AP Psychology February/ March Syllabus

7 Testing and Intell. Freestyle Friday


1. Group Essay 2. Savant Vid. 1. psychometric 2. emotional intell.


-Jeopardy-



1. Brain Cards Due

11 Abnormal Psych. -movie 1.Secret Window 2. Abnormal Proj. *Lunch: Review test

14 Abnormal Psych. -movie 1.Secret Window

15 Abnormal Psych. -movie 1.Secret Window 2. capture sheet

16 Abnormal Psych. -notes and discussion

17 Abnormal Psych. -notes and discussion

18 Abnormal Psych.

-Jeopardy- Abnormal Psych.


21 Abnormal Psych.


1.Poster Due

22 Abnormal Psych./ Therapies *Lunch: Review test

23 Therapies

-movie 1. What about Bob? 2. capture sheet

24

Professional Day for

Teachers – No school

for students

25

Spring Break – Schools and offices closed

28


29


30


31


April1


4 Therapies

-movie 1. What about

Bob?

5 Therapies

-notes and discussion 1. Review Capture sheet 2. Intro therapies

6 Therapies


1. work therapies chart

7 Therapies -notes and discussion

2. Drugs

8 Therapies

QUIZ DAY QUIZ DAY QUIZ DAY QUIZ DAY

AP Psychology March & April

12

EXAM DAY!!

12:00 pm

3

4

5

6

11 Social Psych. -notes and discussion

1. Social Packet 2. Social Norms project *Lunch: Review test

12 Social Psych. -notes and discussion 1. Start Zimbardo (aloud) 2. Q’s 3. Stanford pt 3 vid(3rd marking period ends)

13 Social Psych. 2. Asche & Milgram 3. description/ vids

14 Social Psych. 1. Remake and original vid. 2. notes 3. quick review

15 TEST DAY? TEST DAY? TEST DAY? TEST DAY?

1. Social Norms Proj. Due.

18

19

20

21

22

25 *Study Material Distribution/ Practice test/ etc.* 5 Days till exam

26

Primary Election Day – Schools

and offices closed

27

3 Days till exam

28 2 Days till exam

29

1 Day till exam

AP Psychology April & May

9

10

11

12

13

16

17

18

19 20

23 24 25 26 27

AP US History Ms. D’Orazio—Room G323

Welcome to High School and welcome to AP US History! My name is Ms. D’Orazio

and I will be your instructor for this school year! Advanced Placement (AP) United States History is designed to offer you the equivalent of an introductory college level course in U.S. History. One major distinction between this course and other 9th grade U.S. History courses (either honors or on-grade) is the amount of time covered. On-level and honors classes begin their study of US History with the Industrial Period that took place after the Civil War (1870s) We will begin with discovery of the Americas---this is the late 1400s! That means we will study about 400 more years of history. However, the most significant distinction between our course and the others is that we will do more depth. In addition to this comprehensive amount of material, we will work on critical reading, writing, and research skills.

Reading assignments from the secondary text (Out of Many) or other supplemental

readings assigned by me are due by the date on the reading calendar. You may read ahead, but do not fall behind. Be prepared for weekly reading- check quizzes during class. All reading check quizzes are formative assessments. You will also have at least one debate or class discussion each week. All debates/discussions will be formative assessments and will relate to topics covered in class that week. Finally, we will be utilizing “Google Chrome” regularly to distribute important materials, complete assignments, and complete surveys/quizzes.

If you are absent, does that mean that you missed anything important? YES! Not only

did you possibly miss an assessment, but you missed vital instruction. Be sure you make contact with me BEFORE your class meets again. Email me if you can, then see me ASAP when you return to school, but NOT at the beginning of our class period. Bring your lunch and plan on spending lunch time that day in my room (eating) and taking care of make-up work. For all anticipated absences YOU must talk to me ahead of time so that you can clearly understand your responsibilities and the time frame in which you must meet them. Lunch is the best time for this talk. The Advanced Placement Exam is administered in May to all students enrolled in AP US History. If you perform well, you may earn college credits and be exempt from taking a US History course in college.

Our Texts: Required: John Faragher, Mari Jo Buhle, Daniel Czitrom and Susan H. Armitage, Out of Many: A History of the American People. (Upper Saddle River, New Jersey; Prentice Hall, 2003) Required: All supplemental readings, packets, primary sources, secondary sources distributed in class! ***We STRONGLY recommend that you purchase an additional AP US History study book. There are many to choose from (i.e. Princeton Review, Barrons, Kaplan, etc.) and they vary in price. This is not required, but STRONGLY RECOMMENDED. Please see me if you have any questions.

Exam Date: Friday, May 6th, 2016

This course will contain a combination of three parts: Historical Thinking Skills, Thematic Learning Objectives, and Required Content. All three of

these items will be intertwined in the course on a regular basis so be sure to become familiar with them!

Historical Thinking Skills Skill Type I: Chronological Reasoning

Historical Causation Patterns of Continuity and Change over Time Periodization

Skill Type II: Comparison and Contextualization

Comparison Contextualization

Skill Type III: Crafting Historical Arguments from Historical Evidence

Historical Argumentation Appropriate Use of Relevant Historical Evidence

Skill Type IV: Historical Interpretation and Synthesis

Interpretation Synthesis

Thematic Learning Objectives As we work our way through the course, think about which theme(s) are relevant to each of the topics, concepts, and ideas! Think about what each of these mean and

apply them to your every day thinking in AP US History!

Identity

Work, exchange, and technology

Peopling

Politics and power

America in the world

Environment and geography—physical and human

Ideas, beliefs, and culture

Units of Study Period 1: 1491-1607 (5% of course-7 days*)

On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.

Period 2: 1607-1754 (10% of course- 14 days*)

Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged.

Period 3: 1754-1800 (12 % of course- 16 days*) British imperial attempts to reassert control over its colonies and the colonial reaction to these

attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.

Period 4: 1800-1848 (10 % of course- 14 days*)

The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.

Period 5: 1844-1877 (13% of course- 18 days*)

As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war-the course and aftermath of which transformed American society.

Period 6: 1865-1898 (13% of course- 18 days*) The transformation of the United States from an agricultural to an increasingly industrialized

and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.

Period 7: 1890-1945 (17% of course- 24 days*) An increasingly pluralistic United States faced profound domestic and global challenges,

debated the proper degree of government activism, and sought to define its international role.

Period 8: 1945-1980 (15% of course- 21 days*) After World War II, the United States grappled with prosperity and unfamiliar international

responsibilities, while struggling to live up to its ideals.

Period 9: 1980-present (5% of course- 7 days*) As the United States transitioned to a new century filled with challenges and possibilities, it

experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.

*All days are approximate and are subject to change at any time due to any changes in the school or classroom schedule. *We will also spend approximately two-weeks reviewing in the time leading up to the exam.

Expectations: 1. Be respectful of each other! 2. Bring ALL materials each day….this includes all handouts and supplemental readings. You

will NOT be given duplicates. You will also need a notebook, at least a TWO INCH BINDER, and colored pencils for this course.

3. Participate in class discussions both in class and online. Class discussions and debates will be graded!

4. Ask questions if you are confused and do not understand something. Grading Scale & Assessments: 10% Homework: (reading notes, discussion prep, practice writing)—graded for completion only 50% Formative Assessments: (debates, role playing activities, presentations, annotated maps, quizzes, primary source questions, in-class assessments) 40% Summative Assessments: (unit tests, unit projects) Grading scale: A=89.5 to 100% B=79.5 to 89.4% C=69.5-79.4% D=59.5-69.4% E=0-59.4%. MYP: The purpose of reporting MYP levels of achievement is to communicate students’ progress towards the achievement of the MYP objectives in each subject area. The MYP objectives are the key learning areas in U.S. History.

The MYP US History (Individuals and Societies) Assessment Criteria is based on

A. Knowing and Understanding

B. Investigating

C. Thinking Critically

D. Communicating

Guidelines for Grading:

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: The deadline for each project or essay will be the day after the due date. For example, if a project is due on January 1st, the deadline would be January 2nd. All assignment turned in after the due date and by the deadline: will be lowered by one letter grade.

Retake/Reassessment Policy: Students will be permitted to make up writing assignments during the first semester (except for writing on exams or quizzes). During the second semester, Ms. D’Orazio will announce when a re take opportunity is available. (no more than 2 per semester)

Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the prin-cipal and the leadership team. (MCPS Student handbook)

Time management will become your best friend in this course; lack of success in that

area will create undue stress in your life. This may prove to be one of the most challenging courses you have ever taken. However, with hard work comes satisfying results. If you commit to do your best, you should not be dissatisfied with the outcome. Be prepared to grow academically this year in AP US History!

Please contact me via email at any time regarding this course. I check my email frequently and am more than willing to assist you in any way that I can! You may also stop by during lunch on Monday, Tuesday, Thursday, and Fridays from 12:15-12:45. I am looking forward to a wonderful year! #StriveforaFive Adrienne_M_D’[email protected]

Advice from Ms. D’Orazio’s former AP US History students: “Come in with a positive attitude, be ready to read, and always #striveforafive!!! It is a lot of work, but when you’re on top of your work, it is all much easier than your expect.”-– C. T. –11th grader “Read, Read, Read!! It will help SO much, I can’t stress that enough. You don’t need the stress of cramming! D’Orazio knows what she is talking about, you should really listen.” –B.C. 10th grader “Don’t slack, take the class seriously because you can enjoy yourself AFTER the A.P. test.”--- K.S. 12th grader “Get an AP study book and make sure you start studying soon! Also, make sure you study for reading quizzes because they will help you! Also, make sure you read.” – B. A. 11th grader “Reviewthechaptersinyourbookwheneveryouhavetime!ItisnevertooearlyinthecoursetoreviewmaterialfortheAPtest!”–K.H.11thgrader“Thisclassisnotonethatshouldjustbepushedtotheside.READoryouwon’tdowell.Atthebeginningoftheyear,Ididn’treadandwasn’tdoingwell,butonceIstartedreading,IgotA’sintheclass.Also,getaPrincetonorBaronAPUSHPracticebookanduseALLYEAR!IthelpedSOmuch!”–T.H.11thgrader “My advice to incoming freshmen is to do ALL your assignments and take EVERYTHING seriously because it WILL make a huge impact on your grade!” B.N. –11th grader “Alwaysreadthetextbookandbeahead.Don’tstartslackingintheendoftheyear.BuytheAPReviewbookandTAKETHEEXAM!”‐‐‐K.G.12thgrader “Make sure to keep up with reading and study for the quizzes! Start studying NOW!” –R.T. 10th grader “Read!!! Read!!! Read!!!”--- M. N.G. 12th grader “Don’t drag yourself through the year. Read the book and keep up with the reading calendar, it will make the class a lot easier.” – A. O. 11th grader “Make sure you take it serious and focus, even though you’re having fun.” ---J.C. SHS Graduate “Keep up with your reading. The book is your BEST FRIEND! It may seem like a lot at first, but give yourself a routine, so once you get adjusted it’s easy. Don’t stress too much but always stay prepared. The more you read, the more you know the better you are.”--- L.G. 12th grader “Make sure you read the book and pay attention to details and smaller sections because they WILL be on the reading quizzes!” ---A.N. 11th grader “Read the book and get the review book and flash cards during Christmas sales! Don’t’ wait till the last minute! #striveforafive” – B.V.A. 11th grader “Get a review book.” –N.A. 11th grader “Do the reading!!!!! --- S.N. 12th grader “Don’t fall back and slack in the beginning. It will make things A LOT harder in the end.”—A.D. 11th grader “READ YOUR BOOK!!!”--- S. B. 12th grader “You will almost never get exact notes, so make sure to take your own notes during the discussions. The weekly reading quizzes will help you immensely, so pay attention to them! –S.M. 10th grader

“Remember main topics from each period of history, it’ll help a lot for the AP exam and don’t slack off too much.” --E.A. 11th grader “Take this class seriously. Make it your number one priority and come in with the right attitude. Surprisingly just reading and really listening in class will do wonders for your grade. Try your best to complete every assignment and turn it in on the due date. There is no excuse for incomplete homework because it could be the difference between an A and B. Do not underestimate this class!”—A. L. 12th grader “Do exactly what Ms. D’Orazio says. Word by word.” –J.A. 11th grader “The book will become your best friend; if it isn’t then you already failed.” –N.R. 11th grader “The course notes are usually as long as the actual chapter, so you might as well just read. Like honestly. And wear a sweater.” –C.G. 11th grader “Read Read Read!”—J.N. 12th grader “Don’t ever procrastinate about work. Always pace yourself and be just a little ahead.” --R.N. 11th grader “I pity the fool who does not read the book.”--R.J. 12th grader “Buy an AP review book at the beginning of the year and start studying early, and always read. – J. C. 11th grader “Follow the reading calendar, take notes while you are reading, study the AP exam in advance, answer the packet while reading, more importantly, never PROCRASTINATE!” --C.R. 12th grader “Readeverysinglechapter,everyword!Andbringfootwarmers!!!”–M.K.11thgrader “My advice for incoming freshmen is to pay attention in class and take notes on chapters to prepare for reading quizzes.” --G.D. 11th grader “The moment you procrastinate in this class, you will lose sight of yourself.” --T.T. 10th grader “Read, read, read! Take the practice quizzes, DBQ, and review seriously!”--C.F. 12th grader “Study!! Go in before/after school and during lunch to get extra help!” --H.A. 12th grader “Read the book! The book is your friend and also buy the review book for the AP exam! Remember, you can learn and have fun at the same time!” – A.C. 11th grader “#STRIVEFORAFIVE” –anonymous “Read the book and may the odds be ever in your favor.” – G.M. 11th grader “I know you THINK you won’t have to read the textbook. You are WRONG. IT WILL make a difference on the reading quizzes. It WILL make a difference with your grade. You have been warned.” –M.T. 10th grader “Get the AP study book during or after Spring Break. It is helpful to have an early start. Oh, and always dress warm: It’s freezing in her classroom!” –M.T. 10th grader

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IB History I, Sharon Cohen, [email protected] 301-989-5792

History is a recognized and required International Baccalaureate subject. At Springbrook it is a two-year course that focuses mostly on historical developments in the nineteenth and twentieth centuries. The first year will focus on the key social, economic, cultural, environmental, and political developments from circa 1500 to the present. Several times during the junior year though, we will do in-depth studies of topics relevant to the IB Paper 3 especially on aspects of the history of Asia. During the senior year, the IB History course focuses solely on twentieth-century topics. Juniors will sit for the IB History Exam when they are seniors in May 2017. The exam will consist of material taught in both eleventh and twelfth grades; therefore, students must remain especially organized so that resources from this year are available when preparing for the exam down the road.

Course Work and Assessments Course documents (syllabus, calendars, assignments, procedures, etc.) can be found on Edline

and in Google Classroom. Daily class activities will build from homework reading to focus on analysis and more in-depth

study of a topic or historical question. Culminating Projects (debates, trials, simulations, discussions, presentations, among others). IB mark schemes or rubrics will be used for Papers 1, 2, and 3. Grading will be based on points earned for achieving course objectives. Major assessments such

as Paper 3 essays, Paper 1 essays, and unit tests will be counted as Summative assessments worth 50% of the total quarter grade; weekly quizzes and class activities will go in the grade book as Formative Assessments worth 40% of the total quarter grade; and reading notes as well as a few other preparatory assignments will be worth 10% of the total quarter grade in the Homework category.

Grading scale: A=89.5% to 100%; B=79.5% to 89.4%; C=69.5% to 79.4%; D=59.5% to 69.4%; E=59.4%. Note: only marking period grades are rounded up, not individual scores on assignments or tests.

IB Diploma Programme History Course Objectives (from IBO) Candidates will be expected to do all of the following: 1. Comprehend, analyze, evaluate and integrate source material critically as historical evidence 2. Demonstrate historical understanding of world history through the acquisition, selection and

effective use and synthesis of knowledge 3. Explain different approaches to, and interpretations of, historical events and topics 4. Place events in their historical context 5. Explain the causes and effects of historical continuity and change 6. Present arguments that are clear, coherent, relevant and well substantiated 7. Present historical explanations from an international perspective 8. Plan, organize and present an individual historical investigation.

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IB History 11th grade Skills Objectives Students will be expected to do the following: 1. Analyze primary sources in terms of origin, purpose, value, and limitation 2. Read, comprehend, and analyze extensive reading assignments independently 3. Take notes effectively and bring them to class every day. 4. Write essays which meet the Paper 3 standards of the IB program. 5. Actively and adequately participate in seminars 6. Actively and adequately participate in experiential learning activities such as debates, mock trials,

role plays, and simulations. 7. Create and maintain an organized and useful notebook.

FIRST SEMESTER COURSE OUTLINE

Unit I. The Early Modern World History c. 1750 Essential question: to what extent did Europe become predominant in the world economy during this period? Why? TOPIC A. GLOBAL INTERACTIONS TOPIC B. CONSEQUENCES OF ENCOUNTERS TOPIC C. GROWTH AND STABILITY OF EMPIRES TOPIC D. DEVELOPMENTS IN KNOWLEDGE AND CULTURE TOPIC E. THE EXPANSION OF EUROPE IN THE 18 TH CENTURY Unit II. The Era of Atlantic Revolutions Essential question: to what extent did Enlightenment ideas get realized through the revolutions in the Atlantic World? TOPIC A. THE ENGLISH DEVELOPMENT OF POLITICAL RIGHTS TOPIC B. THE AMERICAN REVOLUTION TOPIC C. THE FRENCH REVOLUTION TOPIC D. THE HAITIAN REVOLUTION TOPIC E. THE MEXICAN AND SOUTH AMERICAN REVOLUTIONS Unit III. The Long Nineteenth Century Essential questions: To what extent was Western imperialism in Asia responsible for developing national identities amongst Asians? TOPIC A. THE INDUSTRIAL REVOLUTION TOPIC B. WESTERN IMPERIALISM IN CHINA AND JAPAN TOPIC C. THE DEVELOPMENT OF NATIONAL IDENTITIES

SECOND SEMESTER COURSE OUTLINE Unit IV. The Twentieth Century Essential questions: How do ideological struggles provide an explanation for many of the conflicts of the 20th century? TOPIC A. WORLD WARS (political, economic, social, cultural, and environmental causes and effects) TOPIC B. DECOLONIZATION (India) TOPIC C. COLD WAR (apartheid in South Africa and Communism in China)

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IB History Curriculum at Springbrook High School (Cohen and Pim) First Year (Cohen) Introduction -- Early Modern World (August to October)

What is History? What is historiography? What is evidence? creation of global trade system (Americans c. 1491, Columbian Exchange, Atlantic Slave

Trade, European colonies in the Americas) Atlantic revolutions (English evolution of rights, American revolution, French revolution,

Haitian revolution, Latin American revolutions) Prepare for Paper 3’s (November to January) Section 7: Challenges to traditional East Asian societies (1700 - 1868) Prepare for Paper 2’s and Prepare for Paper 3’s 8. Independence Movements (India) (January -February) Section 10: Nationalism and independence in India (1919-1964) (January -February) Prepare for Paper 1 Prescribed Subject: Rights and Protest

South Africa -- 3rd quarter (March of Year One) US Civil Rights movement (September - October of Year Two)

Prepare for Paper 2’s and Prepare for Paper 3’s (April - June) 10. Authoritarian states (Mao) 12. Cold War (Sino-Soviet) Section 14: The People’s Republic of China

Social Studies Department Springbrook High School

IB HISTORY 2 – HIGHER LEVEL 2015-2016

Mr. Mark Pim I am available for extra help at lunch in G304, and by prior arrangement. Office phone: Social Studies (301) 989-5792 E-mail: [email protected]

THE IB DIPLOMA The International Baccalaureate Diploma is a rigorous pre-university course of study, leading to examinations that meet the needs of highly motivated secondary school students. Designed as a comprehensive two- year curriculum that allows its graduates to fulfill requirements of various national education systems, the diploma model is based on the pattern of no single country but incorporates the best elements of many. World History is a recognized IB HL subject and a required Maryland credit to graduate. HISTORY AND THE IB DIPLOMA IB History consists of a two-year program which will encompass the main developments of 19th and 20th century world history from a global perspective. It is required to study in depth one prescribed subject as well as two twentieth century world history topics.

AREAS OF FOCUS AT SPRINGBROOK HS Prescribed Subject: Peacemaking, peacekeeping and international relations This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the Paris Peace Settlement – its making, impact and problems of enforcement – and attempts during the period to promote collective security and international cooperation through the League of Nations and multinational agreements, arms reduction and the pursuit of foreign policy goals without resorting to violence. History Topics:

The causes, practices and effects of war includes different themes such as the different types and nature of 20th century warfare, origins and causes of wars, the nature of 20th century wars, and finally the effects and results of wars.

The Cold War addresses East-West relations from 1945. An international perspective and understanding of the origins, course and effects of the Cold War – a conflict that dominated global affairs from the end of the Second World War to the early 1990’s. It includes superpower rivalry and events in all areas affected by Cold War politics such as spheres of interest, wars, alliances and interference in developing countries.

(The 20th century produced many authoritarian and single-party states. The origins, ideology, form of government, organization, nature and impact of these regimes will be studied be studied in addition.)

TEXTBOOKS A History of the Modern World Palmer, Colton and Kramer Great Issues in Western Civilization Tierney, Kagan, and Williams Russia, America and the Cold War 1949-1991 McCauley

GRADING POLICY Course documents (syllabus, calendars, assignments, procedures, etc.) can be found on Edline and

Google Classroom, which can be accessed through the Springbrook Home Page. Reading assignments (due mostly on Tuesday’s and Thursday’s) –notes are required! Expect

graded discussions based upon the reading and your own outside knowledge! Daily class activities will build on homework reading, focusing on analysis and more in-depth

study of a topic. Types of grades:

Homework: 10% of grade (reading notes, discussion prep, practice writing) — graded for completion only.

Formative Assessments: 40% of grade (debates, conferences, seminars, presentations, annotated maps, reading quizzes, some essays). Some may be redone.

Summative Assessments: 50% of grade (unit tests, most essays) designed to demonstrate mastery of course content. Not redone.

Grading scale: A=89.5 to 100%; B=79.5 to 89.4%; C=69.5-79.4%; D=59.5-69.4%; E=0-59.4%. note: only marking period grades are rounded up, not individual scores nor categories. Assignments turned in on or before the due date will be graded for full credit. Assignments turned

in after the due date BUT by the deadline will be graded, but the maximum credit you can receive is reduced by one letter grade (or 10%).

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Assignment/Make Up Policy: Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

Grades will be posted online on a regular basis. IMPORTANT ASSESSMENTS

Internal Assessment—historical investigation (1500-2000 words)-20% of final IB grade. To be completed by February 2nd.

External assessments--IB Papers on May 6, 9 and 12 - 80% of final IB grade o Paper 1-on prescribed subject (Peacemaking, peacekeeping, international relations

1918-1936); 4 short answer/document based questions; 20% of final IB grade; 1 hour. o Paper 2-on 20th century World History topics - 2 extended response questions from 5

different topics and 30 questions, 25% of final IB grade; 1 hour, 30 minutes. o Paper 3-on topics from aspects of the history of Asia and Oceania; essay questions,

choice any 3 of 24 questions; 35% of final IB grade; 2 hours, 30 minutes.

IB Psychology SL 2015-16 INSTRUCTOR: Mr. Branch ([email protected]) Rm: F-307 Springbrook High School 201 Valley Brook Dr. Silver Spring, MD 20904 IB DIPLOMA PROGRAMME: The Diploma Programme is a rigorous pre‑university course of study designed for students in the 16 to 19 age range. It is a broad‑based two‑year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. COURSE PURPOSE: Psychology is the systematic study of behavior and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. TEXT BOOK:

David Myers, Psychology AP edition (2012) Philip G. Zimbardo [et al], Psychology- AP Edition (2007) Crane [et al], Psychology- IB Supplement

REQUIRED MATERIALS: 3 ring binder, blue or black ink pen, pencil GRADING POLICY: Summative Assessments (Tests) 40%, Formative Assessments (ex. Classwork/Quizzes) 50%, Homework 10% = 100%.

International Baccalaureate Psychology Standards The IB recommends 240 hours of teaching time at high level, and 150 at standard level. The syllabus is designed to allow sufficient time for in‑depth analysis, evaluation and consolidation of learning. Teachers are encouraged to find ways of delivering the course that are most relevant to their students’ interests and to the school’s resources. The overall aim of the course is to give students a deeper understanding of the nature and scope of psychology. The different parts of the syllabus should complement each other. They are taught most successfully when they are integrated throughout the course of study, allowing students to make comparisons and to evaluate different psychological theories and arguments.

Requirements Standard level

The course of study must include:

• All three compulsory levels of analysis

• One option from a choice of five

• One simple experimental study.

Higher level

The course of study must include:

• All three compulsory levels of analysis

• Two options from a choice of five

• Qualitative research methodology

• One simple experimental study.

Structure of the syllabus The descriptions of the levels of analysis and options have the following structure. • Introduction • Learning outcomes • Examples

Syllabus component

Teaching hours

SL HL Part 1: Core (SL/HL)

90 90

• The biological level of analysis

• The cognitive level of analysis

• The sociocultural level of analysis Part 2: Options (SL/HL)

30 60

• Abnormal psychology

• Developmental psychology

• Health psychology

• Psychology of human relationships

• Sport psychology

Part 3: Qualitative research methodology (HL only) 50

• Qualitative research in psychology Part 4: Simple experimental study (SL/HL)

30 40

• Introduction to experimental research methodology

Total teaching hours 150 240

Semester A

1. History of Psychology 2. Research Design

a. Scientific Method b. Quasi Research Design c. Experimental Design d. Statistics

i. Descriptive Stats ii. Inferential Stats

e. Ethics in Psychology 3. Neuroscience* IB Chapter

a. Evolutionary Psychology b. Neural Anatomy c. Nervous System d. Endocrine System e. Biology of the Brain f. Brain Imagery

Project- Sheep Brain Dissection

4. Sensation and Perception a. Vision b. Audition c. Olfaction d. Perceptual Concepts e. Advanced Perceptual Concepts

Project- Cow Eye Dissection Create your own Perceptual Illusion

5. Altered States of Consciousness

a. Sleep b. Hypnosis c. Drugs

6. Learning a. Classical Conditioning b. Operant Conditioning c. Observational Learning

7. Cognition* IB Chapter a. Memory b. Forgetting c. Foundation of Language d. Thinking

Internal Assessment – 25% of course grade

Semester B

8. Motivation and Emotion

a. Hunger b. Thirst c. Sex d. Emotion

9. Human Development* IB Chapter a. Gestation b. Infancy c. Childhood d. Adolescence

i. Rites of Passage e. Adulthood f. Midlife g. Death and Dying

Project- Egg Baby

10. Theories of Personality a. Psychoanalytic b. Behavioral c. Humanistic d. Trait Perspective

11. Intelligence a. Origins of Intelligence testing b. Modern Intelligence theory c. Spearman G factor d. Sternberg Triarchic theory e. Gardeners Multiple Intelligence theory

12. Abnormal Psychology a. History of mental illness b. Ethiology of mental illness c. DSM-5 d. Anxiety Disorders e. Eating Disorders f. Psychotic Disorders

13. Treatments a. Psychoanalytic Therapies b. Cognitive/Behavioral Therapies c. Humanistic Therapies d. Psychopharmacology e. Group Therapies

14. Social Psychology* IB Chapter a. Societal Norms b. Conformity

i. Asche Effect ii. Groupthink

c. Obedience d. Psychology of Attraction

i. Fundamental Attribution Error e. Prejudice and Discrimination

IntroductiontoJustice,Law,andSocietyCourseSyllabus

Mr.JeffPeang‐Meth jeffrey_peang‐[email protected] RoomG306

CourseOverviewStudentswilldeepentheirknowledgeandunderstandingofthejudicialbranchatthenational,state,andlocallevelsofgovernmenttoestablishafoundationofunderstandingoftheAmericanlegalsystem,withanemphasisonthetrialcourtlevel;explorecareersincriminology;forensicsciencesandinvestigationskills;andpoliceworkatlocal,state,andfederallevels;exploreacrimefrombeginningtoendthroughtheeyesofthepublicprofessionalresponsibleforlawenforcement;andexaminethesamesetoffactsfromacivilperspective.UnitOne:CriminologyHowarecrimesdefined?Whatcausescriminalactivity? Topicsinclude:crimeinAmerica,criminology,andthecriminalmind

UnitTwo:PreventionandPolicingWhatcancitizensandthecommunitydotopreventcrime? Topicsinclude:policingandcrimepreventionstrategies

UnitThree:CriminalJusticeSystemHowdoesthecriminaljusticesystembalancetherightsofvictimsandtheaccused? Topicsinclude:crimes,defenses,investigations,thetrialprocess,andsentencing

UnitFour:TortLawHowdoesanindividualusethecourtsystemtofindaremedy? Topicsinclude:resolvingdisputesandtorts

UnitFive:ConsumerLawHowdoesthegovernmentprotectconsumers? Topicsinclude:contracts,warranties,credit,deceptivesalespractices,beingasmartconsumer

UnitSix:FamilyLawHowdoesthegovernmentsupportfamilies? Topicsinclude:marriage,separationanddivorce,parentsandchildren,adoptionandfostercare

GradingandReportingStudentworkwillbeassignedtooneofthreeweightedcategories: 10%‐HomeworkforPractice/Preparationsuchasvocabularyorlessonreviews;canberevised 50%‐FormativeAssessmentssuchasclassassignments,quizzes,andprojectsteps;canberevised 40%‐SummativeAssessmentssuchasquizzes,tests,andprojects;cannotberevised

Categorypercentagesarecalculatedtodeterminethestudent’soverallgrade.Markingperiodgradesareassignedusingthefollowingscale:

A=100%–89.5%B=89.4%‐79.5%C=79.4%‐69.5%D=69.4%‐59.5%E=59.4%‐0%LateWork/MissingWork/Make‐UpWork Eachassignmentwillhaveaduedate.Thisisthedatebywhichstudentsareexpectedtosubmit

theassignment.Yourgradewilldropbyonelettergradeifitisturnedinaftertheduedate.

Thedeadlineisthelastdayanassignmentwillbeacceptedforagrade.Worknotturnedinbythedeadlinewillbeconsideredmissingandreceiveazero.

Allworkmissedduetoanexcusedabsencemustbemadeupinareasonableamountoftimefollowingtheabsence.

Absent?Needtocatchup?FollowonlineusingEdlineandGoogleClassroomMakeuseofyourEdlineaccountforcheckinggrades.MostassignmentswillbepostedtoGoogleClassroom.Forexcusedabsences,seetheteacherfordirectiononduedatesanddeadlines;forunexcusedabsences,postedworkisdueonthepostedduedate.MiddleYearsProgrammeAsanIBWorldschool,wewillreportstudentprogressusingthefollowingcriteria.StudentswillbeassessedagainstMYPobjectivesforIndividualsandSociety: ObjectiveA:Knowingandunderstanding

Useterminologyincontext Demonstrateknowledgeandunderstandingofsubject‐specificcontentandconceptsthrough

descriptions,explanationsandexamplesObjectiveB:Investigating

Formulateaclearandfocusedresearchquestionandjustifyitsrelevance Formulateandfollowanactionplantoinvestigatearesearchquestion Useresearchmethodstocollectandrecordrelevantinformation Evaluatetheprocessandresultsoftheinvestigation

ObjectiveC:Communicating

Communicateinformationandideasusinganappropriatestylefortheaudienceandpurpose Structureinformationandideasinawaythatisappropriatetothespecifiedformat Documentsourcesofinformationusingarecognizedconvention

ObjectiveD:Thinkingcritically

Discussconcepts,issues,models,visualrepresentationandtheories Synthesizeinformationtomakevalidarguments Analyzeandevaluatearangeofsources/dataintermsoforiginandpurpose,examiningvalues

andlimitations Interpretdifferentperspectivesandtheirimplications

Students’levelsofachievementontheMYPObjectivesmaybereportedonEdlineasanungradedassignment.StudentsandparentswillreceiveaProgressReportattheendofeachsemester,whichwilldocumentstudents’achievementineachofthesubjectareasinwhichheorsheisenrolled.Iexpectthatbecauseyouhavechosentotakethiscourse,youareinterestedinthesubjectandcommittedtolearning.Iexpectforyoutoberespectfulofthepeopleinourroomwhoarealsointerestedandcommitted.Ibelievethateverystudentcanbesuccessfullearningaboutthissubject.

Springbrook High School Justice, Law, and Society Program

LawandtheAdministrationofJusticeCourseSyllabus

Mr.JeffPeang‐Meth jeffrey_peang‐[email protected] RoomG306

CourseOverviewThisyearlongcoursewillfocusonlawwithinoursociety,informingcitizensoftheirrights,andtheabilitytosupportapositionbasedonfacts.Theemphasiswillbeontheactionsattheappellatelevel.Thecoursebeginswithanin‐depthfocusontheBillofRightsandcontinueswiththeconsiderationofdueprocess,equalprotection,andhumanrights.Allstudentswilllearnanddemonstratecritical‐thinkingandlegal‐researchskillsandparticipateinmootcourtarguments.UnitOne:FoundationsofAmericanJusticeWhatisfair?Howhasthegovernmentestablishedawaytodeterminefairness? Topicsinclude:theConstitution,thecourtsystem,theSupremeCourt

UnitTwo:TheFirstAmendmentCivilLiberties‐Whatprotectsindividualsfromthegovernment? Topicsinclude:limitstoonlinespeech,freespeechinschools,doweprotectlying?;introducing

mootcourtformat

UnitThree:TheFourthAmendmentCivilLiberties‐Whatprotectsindividualsfromthegovernment? Topicsinclude:defining“reasonable,”assetforfeiture,balancingprivacyandsafety;mootcourt

competitionUnitFour:TheFifthAmendment(Semester2)CivilLiberties‐Whatprotectsindividualsfromthegovernment? Topicsinclude:indictmentsandGrandJuries,whatisself‐incrimination,eminentdomain

UnitFive:CivilRightsWhatpoliciesprotectcitizensfromdiscriminationandunfairtreatmentbythegovernment? Topicsinclude:workplacerights,affirmativeaction,8thamendment,policing

UnitSix:ProtectingFreedomHowdoesthegovernmentseekbalanceinprotectingfreedoms? Topicsinclude:nationalservice,nationalsecurity,environmentalcrimes

GradingandReportingStudentworkwillbeassignedtooneofthreeweightedcategories: 10%‐HomeworkforPractice/Preparationsuchasvocabularyorlessonreviews;canberevised 50%‐FormativeAssessmentssuchasclassassignments,quizzes,andprojectsteps;canberevised 40%‐SummativeAssessmentssuchasquizzes,tests,andprojects;cannotberevised

Categorypercentagesarecalculatedtodeterminethestudent’soverallgrade.Markingperiodgradesareassignedusingthefollowingscale:

A=100%–89.5%B=89.4%‐79.5%C=79.4%‐69.5%D=69.4%‐59.5%E=59.4%‐0%

LateWork/MissingWork/Make‐UpWork Eachassignmentwillhaveaduedate.Thisisthedatebywhichstudentsareexpectedtosubmit

theassignment.Yourgradewilldropbyonelettergradeifitisturnedinaftertheduedate. Thedeadlineisthelastdayanassignmentwillbeacceptedforagrade.Worknotturnedinbythe

deadlinewillbeconsideredmissingandreceiveazero. Allworkmissedduetoanexcusedabsencemustbemadeupinareasonableamountoftime

followingtheabsence.Absent?Needtocatchup?FollowonlineusingEdlineandGoogleClassroomMakeuseofyourEdlineaccountforcheckinggrades.MostassignmentswillbepostedtoGoogleClassroom.Forexcusedabsences,seetheteacherfordirectiononduedatesanddeadlines;forunexcusedabsences,postedworkisdueonthepostedduedate.Iexpectthatbecauseyouhavechosentotakethiscourse,youareinterestedinthesubjectandcommittedtolearning.Iexpectforyoutoberespectfulofthepeopleinourroomwhoarealsointerestedandcommitted.Ibelievethateverystudentcanbesuccessfullearningaboutthissubject.

Springbrook High School Justice, Law, and Society Program

Modern World History:

Modern World History B‐Honors

Semester Two

Mr. White [email protected] Room G‐316 301‐989‐5792

Unit 3 Global Competition

Enduring Understandings:

Throughout history, competition has created both crisis and opportunity, facilitating

changed political, economic, and social systems. In the early 20th century, competition within

and among nations led to global crisis as well as new global opportunities.

Essential Questions:

Why is competition both beneficial and harmful?

How can change result from crisis and opportunity?

How can competition lead to crisis and opportunity?

What factors both prevent and promote cooperation between nations?

Indicator(s):

• Demonstrate understanding of the causes and global consequences of World War I.

• Demonstrate understanding of patterns of global change in the period between

World War I and World War II.

• Demonstrate understanding of the causes and global consequences of World War II

• Demonstrate understanding of how post‐World War II reconstruction occurred, new

international power relations took shape, and colonial empires collapsed.

Objectives(s):

Students examine how modern forces and competition led to how the outcomes of

World War I challenged the global balance of power.

Students examine the growth of mass culture, global economic depression, and the

authoritarian response.

Students examine the causes and effects of World War II

Students analyze the global balance of power shift after World War II and the outcome

of the decolonization movements in Asia and Africa

Unit 4 The Future of Our Global World


There is a need to create an individual valid interpretation of recent history by

identifying emerging patterns, trends, and characteristics. One can look forward and suggest

possible paths these trends may take, possible new patterns, and new technology.


What will be the nature of conflict?

Will there be enough for everyone?

Will new technology solve global problems?

Indicator(s):

• Demonstrate understanding of how post‐World War II reconstruction occurred, how

new relationships between international powers took shape, and why colonial

empires collapsed.

• Demonstrate understanding of the forces for continuity, change, and increasing

interaction across the contemporary world.

• Understand the search for community, stability, and peace in an interdependent

world.

• Understand major global trends since World War II

Objectives(s):

Students Examine key conflicts since World War II to identify causes and characteristics

modern conflict.

Students Analyze global economic growth and its impact on limited resources; as they

consider the sustainability of modern lifestyle expectations for the expanding, global,

middle class.

Students Evaluate key technological advances and analyze their effectiveness in meeting

global challenges.

Expect. Believe. Achieve.

We expect that students will be respectful of themselves, respectful of others and respectful of the classroom and all that it contains. We expect that classrooms will be a safe place where all students can express opinions without fear of ridicule or embarrassment.

We expect that all students will come to class ON TIME prepared to learn, with an open mind and all the tools necessary to be a success. (pens, pencils, paper, assigned materials, homework and any other necessary items.)

We expect that students will not bring any food or beverage other than water into class. We expect that all electronic devices will remain out of site during class.

We expect that when a student misses class they will make up any missed work, check Edline for notes and assignments and come in for extra help if needed.

We expect that all of our students will follow these rules and we believe that all of our students have the ability to achieve anything that they set their mind to.

Grading

Homework: 10% of grade (reading notes, discussion prep, and bookwork) graded for completion only.

Formative Assessments: 50% of grade (debates, trials, conferences, seminars, presentations, annotated maps, quizzes, essays)

Summative Assessments: 40% of grade (unit tests, unit projects) designed to demonstrate mastery of course content.

Your grade will be based on assessments of your achievement of the concepts and skills for the course. You will demonstrate your mastery of those concepts and skills in writing, discussing, research, and reading assignments. You also will show your knowledge in selected‐response and essay quizzes and tests.

Z’s and 0’s – When using points or percentages, we will assign a grade no lower than the assessment. If a student does no work on the assessment or that they did not meet the basic requirements, we will assign a zero.

Due dates and deadlines‐ We will establish due dates and deadlines. They (with occasional exceptions) will be separate dates in order for students to be able to complete assignments.

Grading Scale: A=89.5% to 100%; B‐79.5% to 89.4%; C= 69.5% to 79.4%; D=59.5% to 69.4%; E= 0‐59.4%

Modern World History:

Modern World History B

Semester Two

Mr. White [email protected] Room G‐316 301‐989‐5792

Mr. Jones Marcel [email protected] Room G‐315 301‐989‐5792

Mr. Hoffman Robert J [email protected] Room G‐317 301‐989‐5792

Unit 3 Global Competition


Throughout history, competition has created both crisis and opportunity, facilitating

changed political, economic, and social systems. In the early 20th century, competition within

and among nation led to global crisis as well as new global opportunities.


Why is competition both beneficial and harmful?

How can change result from crisis and opportunity?

How cab competition lead to crisis and opportunity?

What factors both prevent and promote cooperation between nations?

Indicator(s):

• Analyze the global scope, outcome, and human costs of the war.

• Analyze the events that led to division of the world into “East” and “West” after World

War I, World War II, and the global effects of the Cold War.

• Analyze the events that led to division of the world into “East” and “West” and the

results.

• Examine the political systems which developed in nations that emerged after colonial

decolonization.

• Examine the global responses to address the violation of international law, regional

conflicts, and disasters and emergencies during the second half of the 20th century and

the first decade of the 21st century.

Objectives(s):

Students examine how modern forces and competition led to how the outcomes of

World War I challenged the global balance of power.

Students examine the growth of mass culture, global economic depression, and the

authoritarian response.

Students examine the causes and effects of World War II

Students analyze the global balance of power shift after World war II and the outcome

of the decolonization movements in Asia and Africa

Unit 4 The Future of Our Global World


There is a need to create an individual valid interpretation of recent history by

identifying emerging patterns, trends, and characteristics. One can look forward and suggest

possible paths these trends may take, possible new patterns, and new technology.


What will be the nature of conflict?

Will there be enough for everyone?

Will new technology solve global problems?

Indicator(s):

Objectives(s):


We expect that students will be respectful of themselves, respectful of others and respectful of the classroom and all that it contains. We expect that classrooms will be a safe place where all students can express opinions without fear of ridicule or embarrassment.

We expect that all students will come to class ON TIME prepared to learn, with an open mind and all the tools necessary to be a success. (pens, pencils, paper, assigned materials, homework and any other necessary items.)

We expect that students will not bring any food or beverage other than water into class. We expect that all electronic devices will remain out of site during class.

We expect that when a student misses class they will make up any missed work, check Edline for notes and assignments and come in for extra help if needed.

We expect that all of our students will follow these rules and we believe that all of our students have the ability to achieve anything that they set their mind to.

Grading

Homework: 10% of grade (reading notes, discussion prep, bookwork) graded for completion only.

Formative Assessments: 50% of grade (debates, trials, conferences, seminars, presentations, annotated maps, quizzes, essays)

Summative Assessments: 40% of grade (unit tests, unit projects) designed to demonstrate mastery of course content.

Your grade will be based on assessments of your achievement of the concepts and skills for the course. You will demonstrate your mastery of those concepts and skills in writing, discussing, research, and reading assignments. You also will show your knowledge in selected‐response and essay quizzes and tests.

Z’s and 0’s – When using points or percentages, we will assign a grade no lower than the assessment. If a student does no work on the assessment or that they did not meet the basic requirements, we will assign a zero.

Due dates and deadlines‐ We will establish due dates and deadlines. They ( with occasional exceptions) will be separate dates in order for students to be able to complete assignments

Grading Scale: A=89.5% to 100%; B‐79.5% to 89.4%; C= 69.5% to 79.4%; D=59.5% to 69.4%; E= 0‐59.4%

National, State, and Local Government B Course Syllabus

Ms. Abeshouse Mr. Fairrow

[email protected] [email protected] Ms. Miller

[email protected]

Social Studies Dept: 301-989-5792

National, State and Local Government A and B fulfill the Maryland graduation requirement for government. There are eight units in the course. The curriculum is designed to provide students with the foundation of the structures and concepts of the systems of politics, history, geography,

economics and culture applied to the US Government.

Unit Five: Establishing Justice and Protecting Rights How have rights and justice in the United States been established over time? Students analyze legislation, amendments, and court decisions to determine how constitutional rights of citizens have been interpreted over time. Students also explore the elements and processes of criminal and civil law and analyze the impact of the Supreme Court on due process rights Unit Six: Economics Does the U.S. government effectively use economic tools and policy to meet its socio‐economic goals? Students are reintroduced to basic economic concepts and principles, compare economic systems, and analyze the use of fiscal, monetary, and regulatory tools used by the U.S. government in a mixed market economy. Students also analyze the effects of the use of foreign policy on the American economy Unit Seven: Domestic Policy To what extent does the government effectively provide for the common good without overstepping the limitations of government? Students examine the role of government, groups, and individuals in making public policy. Students also evaluate the development and implementation of public policy in areas such as the environment, entitlements, health care and public health, censorship, crime, and equity. Unit Eight: Personal Finance How can I manage and plan for financial soundness and growth, now and in the future? Students develop a strong foundation to make informed financial decisions to accomplish their financial goals and participate in the global economy. GradingandReportingStudentworkwillbeassignedtooneofthreeweightedcategories: 10%‐HomeworkforPractice/PreparationsuchasHSApracticeitemsandreviewwork 50%‐FormativeAssessmentssuchasclassassignmentsandquizzes 40%‐SummativeAssessmentssuchasquizzes,tests,andprojects

Categorypercentagesarecalculatedtodeterminethestudent’soverallgrade.Markingperiodgradesareassignedusingthefollowingscale:A=100%–89.5%B=89.4%‐79.5%C=79.4%‐69.5%D=69.4%‐59.5%E=59.4%‐0%

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to

the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process.

Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal

status of their absence. If the absence is excused or is a result of a suspension, the teacher will

help a student make up work. If the absence is unexcused, the teacher does not have to help a

student make up the work missed, give a retest, or give an extension on work that was due.

Even though the teacher does not have to help a student make up missed work, the student still

has to make up the work so the student can complete the rest of the course. For unexcused

absences, teachers may deny credit for missed assignments or assessments, in accordance with

the process approved by the principal and the leadership team. (MCPS Student handbook)

MiddleYearsProgrammeStudentswillbeassessedagainstMYPobjectivesforIndividualsandSociety:AsanIBWorldschool,wewillreportstudentprogressusingthefollowingcriteria.ThepurposeofreportingMYPlevelsofachievementistocommunicatestudents’progresstowardstheachievementoftheMYPobjectivesineachsubjectarea.TheMYPobjectivesarethekeylearningareasinNSLGovernmentonwhichstudentswillbeassessed.ObjectiveA:Knowingandunderstanding

Useterminologyincontext Demonstrateknowledgeandunderstandingofsubject‐specificcontentandconceptsthrough

descriptions,explanationsandexamplesObjectiveB:Investigating

Formulateaclearandfocusedresearchquestionandjustifyitsrelevance Formulateandfollowanactionplantoinvestigatearesearchquestion Useresearchmethodstocollectandrecordrelevantinformation Evaluatetheprocessandresultsoftheinvestigation

ObjectiveC:Communicating

Communicateinformationandideasusinganappropriatestylefortheaudienceandpurpose

Structureinformationandideasinawaythatisappropriatetothespecifiedformat Documentsourcesofinformationusingarecognizedconvention

ObjectiveD:Thinkingcritically

Discussconcepts,issues,models,visualrepresentationandtheories Synthesizeinformationtomakevalidarguments Analyzeandevaluatearangeofsources/dataintermsoforiginandpurpose,examining

valuesandlimitations Interpretdifferentperspectivesandtheirimplications

Students’levelsofachievementontheMYPObjectivesmaybereportedonEdlineasanungradedassignment.StudentsandparentswillreceiveaProgressReportattheendofeachsemester,whichwilldocumentstudents’achievementineachofthesubjectareasinwhichheorsheisenrolled.


I expect that my students will be respectful of themselves, respectful of others and respectful of the classroom and all that it contains. I expect that my classroom will be a safe place where all students can express opinions without fear of ridicule or embarrassment.

I expect that all students will come to class ON TIME prepared to learn, with an open mind and all the tools necessary to be a success. (pens, pencils, paper, assigned materials, homework and any other necessary items.)

I expect that my students will not bring any food or beverage other than water into class. I expect that all electronic devices (phones, ipods, etc.) will remain out of site during class.

I expect that all of my students will follow these rules and I believe that all of my students have the ability to achieve anything that they set their mind to.

MCPS Social Studies ©2014 U.S. History B 1

Honors U.S. History Syllabus Email: [email protected] Phone: 301-989-5792 [email protected] [email protected]

Coming to Class Prepared: Each day of class you must bring your social studies class notebook and a pen or pencil. Homework: Homework will be assigned on average one to two times per week, and will be checked in class for a homework completion grade. Grading Categories: You will receive an overall grade at the end of each quarter. Each quarter’s grade will be determined by your performance in several categories of assignments.

● Homework (10%) Reading, Notes, Practice, Homework tasks Etc. ● Formative Assessments (50%) In-Class Assignments, Quizzes, Checks for Understanding Etc. ● Summative Assessments (40%) Unit Tests, Unit Projects, Essays Etc.

Grading Scale: A=89.5-100% B=79.5-89.4% C=69.5-79.4% D=59.5-69.4% E=0-59.4% Semester Grades= Quarter grade + Quarter grade + Semester exam Late Work: Work is to be completed on time. You must speak to me personally if you are turning in late work. Classroom Policies/Expectations:

● Everyone will treat each other with respect. ● Arrive to class on-time. ● Participation is part of this course. Active participation is expected. ● If you are absent, it is YOUR responsibility to get assignments from a classmate or your teacher.


Criterion Learning Objective Max Rubric Score Criterion A Knowing and Understanding Maximum 8





Extra Help: I am available for extra help at lunch or by appointment. Do not hesitate to ask me for help. Communication is the key to success!


Semester B Curriculum Framework

Unit Unit Question & Content Overview Historical Thinking & Literacy Skills Introduced

Unit 5

The U.S. and World War II, 1939‐1945

3 weeks

How did World War II change the role of the U.S. abroad as well as the U.S. at

home?

Students evaluate how U.S. responses to World War II changed the U.S. abroad and at home.

Historical Interpretation

Unit 6

Cold War Politics At Home and Abroad 1946‐1963 3 weeks

How did concerns about national security shape foreign and domestic policy after World War II? Students learn how the Cold War created national security concerns that shaped both foreign and domestic policies and analyze the impact of these concerns on American culture.


Document Based Question

Unit 7

Evolving American Culture & Rights 1946‐1968 3 weeks

Are changes in American culture from 1946‐1968 best described as an evolution or a

revolution? Students analyze the impact of post war prosperity and political liberalism on American culture and evaluate the extent to which rights were expanded during the first Civil Rights Movement.

Investigation & Research

Unit 8 U.S. Foreign Policy –

Objectives, Decisions, and Responses 1964‐1991 3 weeks

How and why did American responses to foreign policy issues change from 1964‐1991?

Students analyze the reasons for changing foreign policy objectives and actions, including Vietnam, Latin America, and the Middle East as well as the continuing Cold War.

All Historical Thinking & Literacy Skills

Unit 9

United But Divided 1968‐1991 3 weeks

How did cultural divisions affect United States culture and politics, 1968‐1991?

Students analyze how changes and divisions in American society influenced culture and politics, as well as the expansion of the Civil Rights Movement.



Honors U.S. History Syllabus Email: [email protected] Phone: 301-989-5792 [email protected] [email protected]

Coming to Class Prepared: Each day of class you must bring your social studies class notebook and a pen or pencil. Homework: Homework will be assigned on average one to two times per week, and will be checked in class for a homework completion grade. Grading Categories: You will receive an overall grade at the end of each quarter. Each quarter’s grade will be determined by your performance in several categories of assignments.

● Homework (10%) Reading, Notes, Practice, Homework tasks Etc. ● Formative Assessments (50%) In-Class Assignments, Quizzes, Checks for Understanding Etc. ● Summative Assessments (40%) Unit Tests, Unit Projects, Essays Etc.

Grading Scale: A=89.5-100% B=79.5-89.4% C=69.5-79.4% D=59.5-69.4% E=0-59.4% Semester Grades= Quarter grade + Quarter grade + Semester exam Late Work: Work is to be completed on time. You must speak to me personally if you are turning in late work. Classroom Policies/Expectations:

● Everyone will treat each other with respect. ● Arrive to class on-time. ● Participation is part of this course. Active participation is expected. ● If you are absent, it is YOUR responsibility to get assignments from a classmate or your teacher.


Criterion Learning Objective Max Rubric Score Criterion A Knowing and Understanding Maximum 8





Extra Help: I am available for extra help at lunch or by appointment. Do not hesitate to ask me for help. Communication is the key to success!


Semester B Curriculum Framework

Unit Unit Question & Content Overview Historical Thinking & Literacy Skills Introduced

Unit 5

The U.S. and World War II, 1939‐1945

3 weeks

How did World War II change the role of the U.S. abroad as well as the U.S. at

home?

Students evaluate how U.S. responses to World War II changed the U.S. abroad and at home.


Unit 6

Cold War Politics At Home and Abroad 1946‐1963 3 weeks

How did concerns about national security shape foreign and domestic policy after World War II? Students learn how the Cold War created national security concerns that shaped both foreign and domestic policies and analyze the impact of these concerns on American culture.


Document Based Question

Unit 7

Evolving American Culture & Rights 1946‐1968 3 weeks

Are changes in American culture from 1946‐1968 best described as an evolution or a

revolution? Students analyze the impact of post war prosperity and political liberalism on American culture and evaluate the extent to which rights were expanded during the first Civil Rights Movement.

Investigation & Research

Unit 8 U.S. Foreign Policy –

Objectives, Decisions, and Responses 1964‐1991 3 weeks

How and why did American responses to foreign policy issues change from 1964‐1991?

Students analyze the reasons for changing foreign policy objectives and actions, including Vietnam, Latin America, and the Middle East as well as the continuing Cold War.


Unit 9

United But Divided 1968‐1991 3 weeks

How did cultural divisions affect United States culture and politics, 1968‐1991?

Students analyze how changes and divisions in American society influenced culture and politics, as well as the expansion of the Civil Rights Movement.
