Ms. Maggie May (Semester 1) /Mrs. Elizabeth Knouse (Semester 2)
Room 131
(215) 357 – 8810 ext. 185
mmay@vjmhs.org/eknouse@vjmhs.org
Honors Psychology Curriculum
The Psychology course is structured to lead students to answer the question, “Why do people behave
as they do?” The scientific approach to the study of human behavior allows students to examine
numerous forms of human behavior in an objective arena. Through the study of psychology students
develop an understanding of personal identity and relationships. This course uses a thematic
approach beginning with the history of psychology. The following themes are examined:
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The Science of Psychology (History, Research Methods, and Ethics)
Physiology and Behavior
Sensation and Perception
Natural Variations in Consciousness (States of Consciousness)
Learning
Memory
Cognitive Language
Intelligence
Infancy and Childhood
Adolescence and Adulthood
Motivation and Emotion
Personality
Abnormal Behavior
Therapies
Social Psychology
Students are trained to apply the scientific method to the study of social science. A clear
understanding of the history of psychology is fostered. Reading, analyzing, and presenting psychologyrelated current events, most especially contemporary psychological research and studies, is required. Critical
thinking skills are emphasized.
A variety of methods are used to present relevant materials. Student-centered learning is used to
accomplish expected outcomes. Discussion is emphasized and students are led to develop logical
and analytical support for their views. In-class writing assignments may be used to assess student
understanding in addition to other methods.
Performance Expectations:
Upon successful completion of this course students will:
1. Possess a working knowledge of the primary contributors to the field of psychology.
2. Possess a clear understanding of the basic concepts associated with the behavioral science of
psychology.
3. Understand the role of physiology in the field of psychology
4. Be able to apply the concepts, methods, and theories associated with human growth and
development.
5. Be capable of analyzing the roles of perceptions, attitudes, values, and beliefs in the
development of personal identity.
6. Understand, compare, and evaluate the impact of stereotyping, conforming, altruism and
other behaviors on individuals and groups.
7. Comprehend the factors that affect mental health both positively and negatively.
8. Be sensitive to the issues surrounding mental health and behavioral problems on a personal
and societal level.
9. Understand the development of the human mind and intellect.
10. Have a clear understanding of the stages of emotional development.
Objectives
1. To understand the study of psychology as the academic investigation of animal and human
behavior and experience.
2. To understand the use of the scientific method in the study of the behavioral sciences.
3. To possess a knowledge of the history of psychology.
4. To possess a clear knowledge of renowned psychologists.
5. To understand the relationship of psychology and sociology.
6. To have a heightened awareness of the complex issues surrounding psychological study,
research and experimentation.
7. To analyze the interfacing of the study of perception, memory, sensation, language, learning,
development, motivation, emotion, testing, personality, mental disorders and therapies.
8. To encourage an understanding of the present and future uses of psychology.
9. To understand the value of psychological knowledge in all living experiences.
Required Materials
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Three-ring binder with lined paper
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Pen and/or pencil
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Text (always covered and brought to class):
Morris, C. G., & Maisto, A. (2002). Psychology: An introduction. (11 ed.). New Jersey: Prentice Hall.
Grading
Tests, in-class and homework assignments, individual and group projects, quizzes, and preparation for class
will be the major components of students’ grades in this class. Preparation will include both having the
proper materials for class (books, note outlines, etc.) and actively participating in class. Students quarter and
semester grades will be made of the following components:
Tests – 40% of quarter grade
Quizzes – 10% of quarter grade
Quarter Project – 10% of quarter grade
Assignments (in-class and homework) – 35% of quarter grade
Preparation – 5% of quarter grade
Cumulative mid-semester and final examinations will be given and will comprise one-fifth of the semester
grade. Grades will be updated online on Monday of every week, at minimum.
Assignments
Assignments will be explained in detail when they are introduced. If the student does not understand the
assignment or has any questions/concerns about the assignment, it is her responsibility to ask for clarification
or to discuss the assignment with the teacher. Tests and major projects will always be announced at least one
week prior to the test date or project due date. Quizzes may or may not be announced and the amount of
notice given for quizzes may vary.
Late Work
Late work will be accepted; however, there will be a 10% deduction per day the assignment is late. For
example, if an assignment is one day late, the highest grade the student can receive on the assignment is a
90% (2 days – 80%, 3 days – 70%, etc). Students who turn in an assignment that is 10+ days late will receive
a 0 on the assignment. Please note: this policy does not apply to in-class presentations. Assignments that
require an in-class presentation receive a zero if they are not completed on the date on which they are due.
Students who have an excused absence on the day that an assignment is due must turn in the assignment on
the day of their return if the work was assigned prior to their absence. For work assigned on the day of the
absence, the student must turn in the assignment on the day after their return to school. It is the student’s
responsibility to find out what work was missed and to clarify when that work is due if she is unsure .
Students with questions or concerns about make-up work following a prolonged absence may discuss their
situation with me on an individual basis.
Missed Tests
Missed tests should be made up the day that the student returns to school. Students may make up tests before
school, during a free period, or after school; make up tests will not be given during a lunch period. Times for
making up tests must be discussed with me to ensure that I will be available to administer the test.
Behavior Expectations
All students will adhere to the rules outlined in the student handbook. They are to be in their seats and ready
to work when the second bell rings. Students must always treat each other with respect and courtesy and
should also be respectful of faculty members. There will only be one person talking at a time in class. Major
disagreements between students and the teacher or the students alone will be addressed at an appropriate time
after class. Any questions and concerns about behavior expectations should be addressed to the teacher as
soon as possible.
Availability
Students who desire extra help outside of class or need to make up classroom assessments such as tests or
quizzes should see me to discuss a mutually convenient time to meet. Typically, I am available every
morning before school, as well as some days after school; however, it is best to schedule meeting times to
ensure that I will be available at the time the student arrives.