Course Description

Have you ever wondered….. Why do people dream? How does stress affect health? Why are some memories so vivid? Maybe you are curious about the ways people learn. Every day, psychologists study a fascinating topic----people! Why do they do this? To learn why people act and think the way they do.

Course Objectives

The student will identify the goals of psychology, and explain how psychology is a science.

The student will list and explain the steps scientists follow in conducting scientific research.

The student will evaluate the methods used by psychologists to study the role of heredity in determining traits.

The student will define gender roles and gender stereotypes, and explain the difference between the two terms.

The student will identify the factors that determine one’s response to stress.

The student will demonstrate the basis the for classifying psychological disorders.

The student will analyze the nature of consciousness.

PSYCHOLOGY

A Class Syllabus

GOVERNMENT

A Class Syllabus

Course Objectives

The student will demonstrate a knowledge of Missouri’s governmental history and constitution.

The student will exhibit an understanding and appreciation for the democratic processes of the United States and how these process affect the individual citizen.

The student will demonstrate orally and in writing the basic rights guaranteed by the United States Constitution and their individual responsibilities as a citizen of our nation.

The student will demonstrate a respect and appreciation for the American culture and traditions which have been preserved for more than 200 years.

The student will demonstrate knowledge of the political institutions of the United States, how they conduct the business of government and the impact their decisions have on the lives of private citizens.

The student will demonstrate an understanding and appreciation for our democratic principles that result in a free economic system.

ECONOMICS

A Class Syllabus

Course Objectives

1. Students will explain and identify how changes in the physical environment may reduce the capacity of the environment to support human activity.

2. Students will explain and analyze the roles people, business, labor unions, and government play in the United States economy: monetary policy, fiscal policy, monopolies, boycotts, embargoes, etc…

3. Students will explain major economic concepts such as: scarcity, opportunity cost, supply and demand, gross domestic product, inflation, savings and investment, business cycle, profit and factors of production.

4. Students will explain and identify the United States in the global economy and the roles of trade, treaties, international organization and comparative advantage in the global economy.

5. Students will explain and identify the roles on government in the US economy : defining and protect property right, maintaining competition, promoting goals such as full employment, stable prices, growth and justice.

AMERICAN HISTORY

Syllabus

Course Expectations

1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.

A. Principles of constitutional democracy in the United States   2. Knowledge of principles and processes of governance

systems A. Principles and purposes of government. C. Processes of governmental systems 3a. Knowledge of continuity and change in the history of

Missouri and the United States A. Understand the migrations of people from many regions to North

America I. Political development in the United States J. Understanding economic concepts K. Principles and purposes of government

Course Expectations

L. Principles of constitutional democracy in the United States M. Processes of governmental systems N. Economic development in the United States O. Understanding the roles of people, business, and government in the

economic system of the United States P. Understanding functions and effects of economic institutions Q. Knowledge of economic institutions R. Understanding the roles of the government in the US economy S. Understanding the concept of location T. Understanding the concept of Place U. Understanding relationships within places V. Understanding relationships between and among regions W. Foreign and domestic policy developments X. Causes, comparisons, and results of major twentieth-century Y. Understanding cultural changes Z. Missouri history as it relates to major developments of United States

History  

Course Expectations

 4. Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)

A. Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events

H. Understanding the roles of people, business, and government in economic systems of the United States

I. Understanding the functions and effects of economic institutions J. Knowledge of economic institutions K. Understanding the roles of government in a market economy  5. Knowledge of major elements of geographical study and analysis

(such as location, place, movement and regions) and their relationship to changes in society and the environment

B. Understanding the concept of location to make predictions and solve problems C. Understanding the concept of place D. Relationships within places (Human-Environment Interactions) (Movement) F. Understanding relationships between and among regions

Course Expectations

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

K. Ideas and beliefs of different cultures L. Changing of roles of various groups M. Major social institutions N. Consequences of individual or institutional failure O. Causes, effects and resolutions of cultural conflict 7. Knowledge of the use of tools of social science inquiry (such as

surveys, statistics, maps and documents) A. Identify, select, use, analyze and create appropriate resources for social

science inquiry B. Knowledge to create various social studies maps and graphics C. Understanding fact, opinion, bias and points of view in sources D. Using technological tools E. Developing a research plan and identifying resources F. Interpreting various social studies resources G. Supporting a point of view

Course Materials

1. Economics, Concepts and Choices, McDougal Littell, 2008. (provided by teacher)

2. Boyer, Paul, American Nation, Holt, Rinehart, and Winston, 2005. (provided by teacher)

3. Rathus, Spencer, Psychology-Principles in Practice, Holt, Rinehart, and Winston, 2003. (provided by the teacher)

4. Spiral Notebook (provided by student) 5. Writing Utensil (provided by student) 6. Folder (provided by student)

Grading

A = EXCELLENT 90-100

B = GOOD 89-80

C= SATISFACTORY 79-70

D= Minimal 69-60

Grades Are Determined By

Grades will be determined by the percentage of points accumulated during the quarter from homework, quizzes, tests, papers, in-class assignments, projects, and classroom participation. A total of points earned, divided by points possible.

Tests, Quizzes Homework/projects/assignments/Classroom Participation

Late Homework Assignments 1. 5 points will be deducted from an assignment for each

day it is late. 2. Late assignments will only be accepted for one day

following the due date. 3. Absent students will be allowed one day for every day

missed, following their return, to turn in missed work. 4. Students will have one day to make up a missed exam

due to an absence. 5. Let’s Talk! If you are participating in a school

sponsored activity it is the responsibility of the student to attain the assignment from Ms. DeVore before activity and be ready to discuss and turn in the assignment before leaving or if prearranged upon return from activity.

Attendance/Tardiness

Please refer to the Putnam County High School Handbook. The school-wide policy will be strictly enforced and followed in this classroom.

Classroom Demeanor

As individuals who are fast approaching a time when you will be subject to the “real world”, I expect you to behave in a manner that reflects your age and position as upper classmen at Putnam County High School.

Classroom Demeanor

Respect (the special esteem or consideration in which one holds another person or thing)

a. Respect yourself and others b. Respect your property, others property, the classroom

property, and teacher’s property c. Respect the learning environment, clean up after yourself.

Please don’t eat or drink in the room-it is messy, disruptive, and encourages visits from ants and other critters

d. Electronic devices including cellular phone should be off, put away, and not visible at any time.

Listen (to use one’s ears consciously in order to hear) a. Listen to fellow classmates and teacher with open ears and

closed mouth b. Do not talk while another classmate or teacher is talking c. Partake in active listening

Classroom Demeanor

Learn (to acquire knowledge of or skill in by study) a. Participate in class activities and discussions b. Approach each class with a clear head and open

mind Prepare (to get ready for, to make necessary steps

prior to) a. Bring all required materials to class everyday writing utensil, paper, notebook, folder, textbook, planner Enjoy (to take pleasure or delight in, to have the use,

benefit or advantage of) a. Bring a positive attitude to class each day!

Classroom Demeanor

Plagiarism ( to take ideas, words, or writing and claim them as your own)

This applies to your textbook and all other sources you use to get information. Any ideas you did not know before, or any uncommon facts, must be cited-given credit to the author. Copying ideas and/or works from another student, a book, the Internet, magazines, newspapers, or other sources is cheating and will not be allowed without the proper citation. Allowing someone to use or copy your work is cheating, and you will face the same consequences as the student who used your work. Violation of this policy will result in a zero on the entire assignment or exam and referral to the Principal.

Welcome to my Classroom Personal Philosophy of Education

General Info: Access notes, assignments, syllabus on school webpage.

Teacher: Mrs. DeVoreExtension: 353My Personal Philosophy of Education:I will strive to provide the most academically enriching curriculum

possible, in order to assist students in becoming productive citizens who are effective thinkers and communicators. Clear goals, high academic and behavioral expectations, a supportive school climate, and the promotion of healthy self-esteem and respect for all people and cultures will aid me in achieving these goals.

Ladies and Gentlemen, it is my honor and pleasure to be able to educate you. I expect great things from you, and I hope you expect great things from me too. I look forward to having a great year with you!

Grading Policy (or How to Do Well in this Class)All written work will be graded according to established rubrics (to be distributed later). Your quarterly grade for this class will be based on the following criteria:

1. Homework effort (Is your homework complete and on time?)

2. In-class work habits (Do you stay on-task in class? Work independently when appropriate? Complete your class work thoroughly?)

3. Class participation (Do you contribute ideas to class discussions? Do you listen well? Do you cooperate during group work? )

4. Behavior (Do you observe classroom policies? Do you contribute positively to the classroom environment?)

5. Are you allowing yourself to be creative within the parameters of the assignment?

1. Quality of homework ( Is your work accurate and of a high standard?))

2. Quality of written expression (Is your work clear, articulate, concise, and accurate?)

3. Tests and quizzes (How do you perform on these?)

4. Projects and presentations (Is the quality of your work high?)

5. Evidence of critical thinking (Do you think thoroughly and carefully about the materials?)

Learning Process Product Quality