Psychology II AP Course Expectations 2011-12
Content
ADVANCE PLACEMENT PSYCHOLOGY COURSE EXPECTATIONS MR. ANDERSON, PSYCHOLOGY INSTRUCTOR, ROOM # 805
Course Description Welcome to A.P Psychology! I am excited that you have chosen to embark in this one-year course designed to introduce you to the systematic and scientific study of the behavior and mental processes of human beings and other animals. You will be enlightened with psychological facts, principles, and phenomena associated with each of the major sub fields within psychology. You will also learn about the ethics and research methods used by psychologists in their science and practice. This class will cover material from a college level Introduction to Psychology course and students enrolled in this class should be prepared to take the A.P. Psychology exam given in May. I will provide you with further information about the test (cost, location, and time) in the future. I am confident that the knowledge gained from this course will provide you with a deeper way of perceiving aspects of the world around us, insights into your own and others’ actions, and an appreciation of the complexity of human behavior. Student Resource Materials
Textbook
Myers, David G. Myers’ Psychology for AP. New York: Worth, 2011. Reading Reading your text is a must for this course. Learn to read more effectively by doing the following: a. Read somewhere you are free from distractions and other forms of audible information (i.e. TV, music with lyrics, friends, etc.) b. Preview a chapter quickly before you begin. Let your brain know what you’re about to learn c. Read actively; don’t just look at words. d. Examine all pictures, diagrams, tables, and sidebars in your textbook. e. **Attempt all preview and end of unit quiz questions. f. Condense units into concise and pertinent notes Grading Policy Student evaluations will be based on: Classwork / Homework 35 %, Tests/Quizzes 40 %, Individual and Group Assignments 15%, Participation 10 % *These numbers are estimates, and may or may not change throughout the year The following is a percentage breakdown of grades: 100-90% = A, 89-80% = B, 79-70% = C, 69 – 60% = D, 59% or below = F
Basis for semester grade: Student grades will be compiled from points earned on the items listed below and divided by the total points possible. Semester breakdown is 45% for Quarter 1 & 2 / 45% for Quarter 3 & 4 / and 10% for the Semester 1 or 2 exam.
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Make-Up Work: Most assignments that are missed, due to an excused absence, must be made up within three days of the absence. However, many assignments that have an advance due date of one week or more will often have a hard due date (meaning the work can not be made up); examples of this would be the Brain Enhancement Assignments, and Online Reading Quizzes. It is the student’s responsibility to obtain their make-up work from the class website calendar or the daily agenda PowerPoint. You also must fill out an Absent/Tardy Form anytime you are turning in an assignment past a due date. Attendance: Excellent attendance is required in order to be successful in this class. Consistent participation in daily lectures, teacher led discussions, and group discussions are required. This class is based on what happens in the classroom; if you miss school your grade will greatly suffer. Classroom Participation and Behavior (Please refer to the Classroom Participation and Behavior Checklist) Each student has an assignment, through out the quarter, to be in class on time every day and to actively listen and participate in class discussions and lectures. This assignment is worth 10% of your grade. Doing or not doing something excessively, on the list of expectations, will earn you a zero for the assignment; for example, doing other assignments or texting during class discussions three times or more throughout the year will cost you all of the points. Your total points will be based off of Mr. Anderson’s unbiased observations throughout the quarter. Required Materials Pen or pencil every day Blank Sheets of Notebook Paper Coronado Planner – Per school rules, each student must have a Coronado Planner (with his/her name in it) in order to leave the classroom. 3 Ring Binder For this class you will need a three ring binder, you may certainly use this binder for other classes; however, you must have a designated section for the material from this course. It is recommended, but not required, that you also have 5 dividers that are to be labeled as follows: 1. Mind Stretches (Daily Bell Ringer) – Numbered, dated, and work shown 2. Lecture Notes- All notes taken in class 3. Vocabulary – The entire year’s vocabulary 4. Video Notes – Every video we watch you will take notes 5. Class work/Homework- All worksheets, assignments, and labs go in this section. *Each student will receive grades based on the up-keep of his or her binder throughout every quarter. ****Do not throw anything away; everything we do in this class may be for credit. My Expectations 1. Come to class with an attitude that you want to learn, stay focused, and contribute to our discussions. Your mind will naturally try to wander; your job is to keep your mind on learning. 2. Students should strive to smile, think, laugh, be respectful and do his/her very best everyday! 3. Listen and verbally respect every student, especially the ones you don't like. 4. Do not exhibit any behavior that in anyway interferes with instruction or the learning process. 5. Do not use electronic devices (TEXTING) while in class……..ever! 6. All students involved in dishonest acts, which include copying homework, plagiarism, and cheating will receive a zero grade on the assignment, test, or quiz. You may also face public and family humiliation, and will be subject to the strictest punishment possible according to the CCSD policy. I am VERY serious about cheating and actively look for students who are not doing their own work. If you cheat, you do not learn. I really want you to learn; therefore, I demand that you: not work in homework sharing groups, use the Internet to find answers, borrow past student’s work, or do anything else besides creating 100% authentic and quality work. 7. Absolutely no food or drink (except water) in the classroom. This is a school rule, not mine! 8. There is absolutely no talking during a test or quiz 9. Arrive to class, on time, prepared to learn. (Pencils sharpened, pen, paper, and notebooks)
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10. 11. 12. 13.
Respect all property. (School property, personal property, and other's property) Respect all ideas given in class and do not belittle anybody's ideas or thoughts. Raise your hand before speaking, and wait to be addressed Homework: Any assignments not finished in class will be considered homework. This homework will be due on the date outlined in class. Assignments handed in after the described date are considered late. 14. All Homework assignments will be handed in at the beginning of class. 15. NO CREDIT will be given for any students with 11 unexcused absences in any one semester. Simply stated I expect that you will always strive to be prompt, polite, and prepared. By doing so, I know we can create an enjoyable and stimulating learning environment every day. I expect you to work hard, think deeply, and smile often so that you can walk out of class, every single day, with a plethora of useful and interesting knowledge!
Course Outline This course will provide instruction in empirically supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments. I. Scope, History, and Approaches
Modern Approaches: Psychodynamic, Behaviorist, Cognitive, Humanistic, Evolutionary, Neuroscience
Nature of Scientific Inquiry: Sources of bias and error II. Research Methods
Research Methods: Introspection, observation, survey, psychological testing, controlled experiments Statistics: Central tendency, variance, significance, correlation Ethics in Research: Human participants, animal subjects
III. Neuroscience: Biological Bases of Behavior
Neuron: Neuronal and synaptic transmission, psychopharmacology, drug abuse Brain:
Research methodology, neuroanatomy, brain development, hemispheric specialization Nervous System: Structural and functional organization Endocrine System: Anatomy and immune system Genetics and Heritability IV. Sensation and Perception Psychophysics: Thresholds (absolute, difference, Weber’s Law), signal detection theory Sensory Organs and Transduction: Visual (including color vision and feature detection), auditory, olfactory, gustatory, proprioceptive (including kinesthetic and vestibular) Perception: Attention, processing, illusions (including Gestalt psychology) 3
V. States of Consciousness States of Consciousness: Waking, sleep and dreaming, hypnosis, altered states Drugs and Consciousness VI. Learning Pavlov’s Experiments Classical Conditioning: Pavlov, Watson, applications, biological critique, cognitivist challenge Operant Conditioning: Thorndike, Skinner, Bandura, behavior modification, biological critique, cognitivist challenge Skinners’ Experiments, Types of Reinforces VII. Cognition, Memory, and Language Problem solving and heuristics Memory: Information processing, storage, retrieval Accuracy of Memory: Loftus and Schacter Language: Skinner and Chomsky VIII. Motivation and Emotions Motivational Concepts: Instincts, drives, optimal arousal, Maslow’s hierarchy Hunger and Eating Disorders Sexuality and Sexual Orientation Achievement Motivation: McClelland and the TAT, intrinsic versus extrinsic motivators Physiology of Emotion: Fear, anger, happiness Expression of Emotion: Darwin and Ekman Theories of Emotion: James-Lange, Cannon-Bard, Schacter-Singer IX. Developmental Psychology Methodology: Longitudinal and cross-sectional studies
Nature vs. Nurture (maturation versus learning)
Infancy, Childhood, Adolescence, and Adulthood
Influential Theories: Piaget and cognitive development, Freud and psychosocial development, Kohlberg and moral development, Gilligan and gender differentiation
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X. Personality Psychodynamic Perspective: Freud, Jung, Adler Trait Perspective: Allport, factor analysis and the five-factor model, assessment (Myers-Briggs, MMPI) Humanistic Perspective: Maslow and Rogers Social-Cognitive Perspective: Bandura and Seligman XI. Testing, Intelligence, and Individual Differences Psychological Testing: Methodology, norms, reliability, validity Intelligence: Defining intelligence, history of intelligence and aptitude testing, nature-nurture issues XII, Abnormal Psychology and the Treatment of Psychological Disorders Classifying Disorders: Evolution of the DSM-IV-TR Major Categories of Disorders: Anxiety disorders, dissociative disorders, mood disorders, schizophrenia, personality disorders Approaches to Abnormality: The Rosenhan study, historical approaches (deviance), the medical model, the biopsychosocial model Major Approaches to Psychotherapy: Psychoanalysis, behavioristic, humanistic, cognitive, group, pharmacological XIII. Social Psychology Attitudes and Behavior: Fundamental attribution error, roles, Festinger and cognitive dissonance Group Influence: Asch and conformity, Milgram and obedience, facilitation and loafing, Janis and groupthink Prejudice and Scapegoating Altruism: Darley and Latané XIV. Stress and Health Stress as a Concept: Selye Stress and Health Adjustment
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Traditional Assessments Unit Tests These tests are modeled after the AP Exam. Some unit exams will have: 45 multiple-choice questions and one free response question to be completed in 45 minutes or 80 multiple-choice questions and NO free response question to be completed in 45 minutes Vocabulary Terminology Quizzes Written weekly vocabulary terms. Vocabulary Quizzes are randomly scheduled, at least once each unit, and use different formats. Midterm and Final Exam Students take a midterm exam covering the first six units. The exam is in the same format as the AP Exam (multiple-choice and free response), but the number of multiple-choice questions is reduced proportionately to the time available in the exam period to maintain a similar time pressure. Reading Homework: 3-8 pages per night or 20-30 pages per week from the text or other pertinent psychology related articles. Online Reading Quiz: 15-30 questions timed online quiz per textbook unit. These cannot be made up, or completed past the assigned due date. Writing Homework (Brain Enhancement Work): Brain Enhancement Work requires nightly reading and written answers to critical thinking questions. One Brain Enhancement assignment per unit is required. These will be submitted and graded on turnitin.com. Projects: Naturalistic Observation Each student completes a 20-minute observation of a human participant in a naturalistic setting. The purpose is to familiarize students with this method, to improve their powers of observation, and to help them distinguish between subjective and objective records. Experimental Design Students are given a hypothetical research problem and told to write a proposal for a controlled experiment to solve it. The exercise teaches ethics and research methods used in psychological science and practice. Behavior Modification Each student designs an application of operant conditioning principles to modify a human participant’s behavior. After receiving teacher approval, students attempt the modification over a three-week period. The project develops firsthand experience of Skinner’s theory. Presentations of Developmental Psychology Students work in small groups to research a recent topic related to the unit on development. The project provides an introduction to library and online research tools in psychology as well as APA documentation. 6
Return this page with signatures to class. Dear Parent or Guardian, I am pleased that your son/daughter is participating in my Psychology class this year. I am planning for all my students to learn a great deal from this class, and I am sure they will if they are committed to being in class, and by doing their best on all of their assignments, tests, and essays. I welcome any questions or concerns and look forward to meeting each of you at open house. Supplies Needed for Classroom: This is not a requirement but would be greatly appreciated. Throughout the year supplies are needed that will be used in our classroom. I would appreciate help from each of the classes in obtaining these materials. The donated supplies will be used in class by all students. Again this is not a requirement but merely a humble request for help. Thank you! Supplies needed this year: Boxes of tissues Pencils Band aides Room decorations Large bags of Gold, Silver, and/or Precious Stones :~) I ___________________________________________ (Student print name) have read and understand the Course Expectations for Psychology and agree to abide by the rules stated therein. Student Signature X ___________________________________________ Date: _________________
I ___________________________________________ (Parent print name) have read and understand the Course Expectations for Psychology and agree to support my son or daughter in abiding by the rules stated therein. Parent Signature X____________________________________________ Comments / Questions for Mr. Anderson: Date: _________________
------------------------------PG Movie Parental Permission Form----------------------------------------This year in Psychology we will be watching an occasional educational movie, clips of movies, or documentaries that have a rating of PG. According to CCSD, a permission slip needs to be signed for a student to view any movie with a rating over G. Please indicate below by marking your preference and by printing and signing your name. Please mark your preference and then print and sign your name: _______ I GIVE permission to my son/daughter to watch a movie rated PG. ______ I DO NOT give permission to my son/daughter to watch a movie rated PG. Parent (print name)__________________________________________________________________ Parent Signature X __________________________________________________________________
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Course Description Welcome to A.P Psychology! I am excited that you have chosen to embark in this one-year course designed to introduce you to the systematic and scientific study of the behavior and mental processes of human beings and other animals. You will be enlightened with psychological facts, principles, and phenomena associated with each of the major sub fields within psychology. You will also learn about the ethics and research methods used by psychologists in their science and practice. This class will cover material from a college level Introduction to Psychology course and students enrolled in this class should be prepared to take the A.P. Psychology exam given in May. I will provide you with further information about the test (cost, location, and time) in the future. I am confident that the knowledge gained from this course will provide you with a deeper way of perceiving aspects of the world around us, insights into your own and others’ actions, and an appreciation of the complexity of human behavior. Student Resource Materials
Textbook
Myers, David G. Myers’ Psychology for AP. New York: Worth, 2011. Reading Reading your text is a must for this course. Learn to read more effectively by doing the following: a. Read somewhere you are free from distractions and other forms of audible information (i.e. TV, music with lyrics, friends, etc.) b. Preview a chapter quickly before you begin. Let your brain know what you’re about to learn c. Read actively; don’t just look at words. d. Examine all pictures, diagrams, tables, and sidebars in your textbook. e. **Attempt all preview and end of unit quiz questions. f. Condense units into concise and pertinent notes Grading Policy Student evaluations will be based on: Classwork / Homework 35 %, Tests/Quizzes 40 %, Individual and Group Assignments 15%, Participation 10 % *These numbers are estimates, and may or may not change throughout the year The following is a percentage breakdown of grades: 100-90% = A, 89-80% = B, 79-70% = C, 69 – 60% = D, 59% or below = F
Basis for semester grade: Student grades will be compiled from points earned on the items listed below and divided by the total points possible. Semester breakdown is 45% for Quarter 1 & 2 / 45% for Quarter 3 & 4 / and 10% for the Semester 1 or 2 exam.
1
Make-Up Work: Most assignments that are missed, due to an excused absence, must be made up within three days of the absence. However, many assignments that have an advance due date of one week or more will often have a hard due date (meaning the work can not be made up); examples of this would be the Brain Enhancement Assignments, and Online Reading Quizzes. It is the student’s responsibility to obtain their make-up work from the class website calendar or the daily agenda PowerPoint. You also must fill out an Absent/Tardy Form anytime you are turning in an assignment past a due date. Attendance: Excellent attendance is required in order to be successful in this class. Consistent participation in daily lectures, teacher led discussions, and group discussions are required. This class is based on what happens in the classroom; if you miss school your grade will greatly suffer. Classroom Participation and Behavior (Please refer to the Classroom Participation and Behavior Checklist) Each student has an assignment, through out the quarter, to be in class on time every day and to actively listen and participate in class discussions and lectures. This assignment is worth 10% of your grade. Doing or not doing something excessively, on the list of expectations, will earn you a zero for the assignment; for example, doing other assignments or texting during class discussions three times or more throughout the year will cost you all of the points. Your total points will be based off of Mr. Anderson’s unbiased observations throughout the quarter. Required Materials Pen or pencil every day Blank Sheets of Notebook Paper Coronado Planner – Per school rules, each student must have a Coronado Planner (with his/her name in it) in order to leave the classroom. 3 Ring Binder For this class you will need a three ring binder, you may certainly use this binder for other classes; however, you must have a designated section for the material from this course. It is recommended, but not required, that you also have 5 dividers that are to be labeled as follows: 1. Mind Stretches (Daily Bell Ringer) – Numbered, dated, and work shown 2. Lecture Notes- All notes taken in class 3. Vocabulary – The entire year’s vocabulary 4. Video Notes – Every video we watch you will take notes 5. Class work/Homework- All worksheets, assignments, and labs go in this section. *Each student will receive grades based on the up-keep of his or her binder throughout every quarter. ****Do not throw anything away; everything we do in this class may be for credit. My Expectations 1. Come to class with an attitude that you want to learn, stay focused, and contribute to our discussions. Your mind will naturally try to wander; your job is to keep your mind on learning. 2. Students should strive to smile, think, laugh, be respectful and do his/her very best everyday! 3. Listen and verbally respect every student, especially the ones you don't like. 4. Do not exhibit any behavior that in anyway interferes with instruction or the learning process. 5. Do not use electronic devices (TEXTING) while in class……..ever! 6. All students involved in dishonest acts, which include copying homework, plagiarism, and cheating will receive a zero grade on the assignment, test, or quiz. You may also face public and family humiliation, and will be subject to the strictest punishment possible according to the CCSD policy. I am VERY serious about cheating and actively look for students who are not doing their own work. If you cheat, you do not learn. I really want you to learn; therefore, I demand that you: not work in homework sharing groups, use the Internet to find answers, borrow past student’s work, or do anything else besides creating 100% authentic and quality work. 7. Absolutely no food or drink (except water) in the classroom. This is a school rule, not mine! 8. There is absolutely no talking during a test or quiz 9. Arrive to class, on time, prepared to learn. (Pencils sharpened, pen, paper, and notebooks)
2
10. 11. 12. 13.
Respect all property. (School property, personal property, and other's property) Respect all ideas given in class and do not belittle anybody's ideas or thoughts. Raise your hand before speaking, and wait to be addressed Homework: Any assignments not finished in class will be considered homework. This homework will be due on the date outlined in class. Assignments handed in after the described date are considered late. 14. All Homework assignments will be handed in at the beginning of class. 15. NO CREDIT will be given for any students with 11 unexcused absences in any one semester. Simply stated I expect that you will always strive to be prompt, polite, and prepared. By doing so, I know we can create an enjoyable and stimulating learning environment every day. I expect you to work hard, think deeply, and smile often so that you can walk out of class, every single day, with a plethora of useful and interesting knowledge!
Course Outline This course will provide instruction in empirically supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments. I. Scope, History, and Approaches
Modern Approaches: Psychodynamic, Behaviorist, Cognitive, Humanistic, Evolutionary, Neuroscience
Nature of Scientific Inquiry: Sources of bias and error II. Research Methods
Research Methods: Introspection, observation, survey, psychological testing, controlled experiments Statistics: Central tendency, variance, significance, correlation Ethics in Research: Human participants, animal subjects
III. Neuroscience: Biological Bases of Behavior
Neuron: Neuronal and synaptic transmission, psychopharmacology, drug abuse Brain:
Research methodology, neuroanatomy, brain development, hemispheric specialization Nervous System: Structural and functional organization Endocrine System: Anatomy and immune system Genetics and Heritability IV. Sensation and Perception Psychophysics: Thresholds (absolute, difference, Weber’s Law), signal detection theory Sensory Organs and Transduction: Visual (including color vision and feature detection), auditory, olfactory, gustatory, proprioceptive (including kinesthetic and vestibular) Perception: Attention, processing, illusions (including Gestalt psychology) 3
V. States of Consciousness States of Consciousness: Waking, sleep and dreaming, hypnosis, altered states Drugs and Consciousness VI. Learning Pavlov’s Experiments Classical Conditioning: Pavlov, Watson, applications, biological critique, cognitivist challenge Operant Conditioning: Thorndike, Skinner, Bandura, behavior modification, biological critique, cognitivist challenge Skinners’ Experiments, Types of Reinforces VII. Cognition, Memory, and Language Problem solving and heuristics Memory: Information processing, storage, retrieval Accuracy of Memory: Loftus and Schacter Language: Skinner and Chomsky VIII. Motivation and Emotions Motivational Concepts: Instincts, drives, optimal arousal, Maslow’s hierarchy Hunger and Eating Disorders Sexuality and Sexual Orientation Achievement Motivation: McClelland and the TAT, intrinsic versus extrinsic motivators Physiology of Emotion: Fear, anger, happiness Expression of Emotion: Darwin and Ekman Theories of Emotion: James-Lange, Cannon-Bard, Schacter-Singer IX. Developmental Psychology Methodology: Longitudinal and cross-sectional studies
Nature vs. Nurture (maturation versus learning)
Infancy, Childhood, Adolescence, and Adulthood
Influential Theories: Piaget and cognitive development, Freud and psychosocial development, Kohlberg and moral development, Gilligan and gender differentiation
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X. Personality Psychodynamic Perspective: Freud, Jung, Adler Trait Perspective: Allport, factor analysis and the five-factor model, assessment (Myers-Briggs, MMPI) Humanistic Perspective: Maslow and Rogers Social-Cognitive Perspective: Bandura and Seligman XI. Testing, Intelligence, and Individual Differences Psychological Testing: Methodology, norms, reliability, validity Intelligence: Defining intelligence, history of intelligence and aptitude testing, nature-nurture issues XII, Abnormal Psychology and the Treatment of Psychological Disorders Classifying Disorders: Evolution of the DSM-IV-TR Major Categories of Disorders: Anxiety disorders, dissociative disorders, mood disorders, schizophrenia, personality disorders Approaches to Abnormality: The Rosenhan study, historical approaches (deviance), the medical model, the biopsychosocial model Major Approaches to Psychotherapy: Psychoanalysis, behavioristic, humanistic, cognitive, group, pharmacological XIII. Social Psychology Attitudes and Behavior: Fundamental attribution error, roles, Festinger and cognitive dissonance Group Influence: Asch and conformity, Milgram and obedience, facilitation and loafing, Janis and groupthink Prejudice and Scapegoating Altruism: Darley and Latané XIV. Stress and Health Stress as a Concept: Selye Stress and Health Adjustment
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Traditional Assessments Unit Tests These tests are modeled after the AP Exam. Some unit exams will have: 45 multiple-choice questions and one free response question to be completed in 45 minutes or 80 multiple-choice questions and NO free response question to be completed in 45 minutes Vocabulary Terminology Quizzes Written weekly vocabulary terms. Vocabulary Quizzes are randomly scheduled, at least once each unit, and use different formats. Midterm and Final Exam Students take a midterm exam covering the first six units. The exam is in the same format as the AP Exam (multiple-choice and free response), but the number of multiple-choice questions is reduced proportionately to the time available in the exam period to maintain a similar time pressure. Reading Homework: 3-8 pages per night or 20-30 pages per week from the text or other pertinent psychology related articles. Online Reading Quiz: 15-30 questions timed online quiz per textbook unit. These cannot be made up, or completed past the assigned due date. Writing Homework (Brain Enhancement Work): Brain Enhancement Work requires nightly reading and written answers to critical thinking questions. One Brain Enhancement assignment per unit is required. These will be submitted and graded on turnitin.com. Projects: Naturalistic Observation Each student completes a 20-minute observation of a human participant in a naturalistic setting. The purpose is to familiarize students with this method, to improve their powers of observation, and to help them distinguish between subjective and objective records. Experimental Design Students are given a hypothetical research problem and told to write a proposal for a controlled experiment to solve it. The exercise teaches ethics and research methods used in psychological science and practice. Behavior Modification Each student designs an application of operant conditioning principles to modify a human participant’s behavior. After receiving teacher approval, students attempt the modification over a three-week period. The project develops firsthand experience of Skinner’s theory. Presentations of Developmental Psychology Students work in small groups to research a recent topic related to the unit on development. The project provides an introduction to library and online research tools in psychology as well as APA documentation. 6
Return this page with signatures to class. Dear Parent or Guardian, I am pleased that your son/daughter is participating in my Psychology class this year. I am planning for all my students to learn a great deal from this class, and I am sure they will if they are committed to being in class, and by doing their best on all of their assignments, tests, and essays. I welcome any questions or concerns and look forward to meeting each of you at open house. Supplies Needed for Classroom: This is not a requirement but would be greatly appreciated. Throughout the year supplies are needed that will be used in our classroom. I would appreciate help from each of the classes in obtaining these materials. The donated supplies will be used in class by all students. Again this is not a requirement but merely a humble request for help. Thank you! Supplies needed this year: Boxes of tissues Pencils Band aides Room decorations Large bags of Gold, Silver, and/or Precious Stones :~) I ___________________________________________ (Student print name) have read and understand the Course Expectations for Psychology and agree to abide by the rules stated therein. Student Signature X ___________________________________________ Date: _________________
I ___________________________________________ (Parent print name) have read and understand the Course Expectations for Psychology and agree to support my son or daughter in abiding by the rules stated therein. Parent Signature X____________________________________________ Comments / Questions for Mr. Anderson: Date: _________________
------------------------------PG Movie Parental Permission Form----------------------------------------This year in Psychology we will be watching an occasional educational movie, clips of movies, or documentaries that have a rating of PG. According to CCSD, a permission slip needs to be signed for a student to view any movie with a rating over G. Please indicate below by marking your preference and by printing and signing your name. Please mark your preference and then print and sign your name: _______ I GIVE permission to my son/daughter to watch a movie rated PG. ______ I DO NOT give permission to my son/daughter to watch a movie rated PG. Parent (print name)__________________________________________________________________ Parent Signature X __________________________________________________________________
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