Please keep this packet in your folder!
Mr. Tatro
ADVANCED PLACEMENT PSYCHOLOGY
Murrieta Valley High School
COURSE DESCRIPTION, ADVANCED PLACEMENT EXPECTATIONS AND
COURSE CONTRACT: 2011 - 2012
COURSE DESCRIPTION:
Psychology is an exceptionally wide field, touching on aspects of Biology, Sociology, Anthropology, animal behavior and law. We will be exploring areas such as personality, development,
learning, perception, and abnormal psychology, as well as the classic theorists (Freud, Skinner, Pavlov, Erikson, Maslow, Piaget) and their contributions to the field. We will investigate recent research
into the links between the biology of the brain and behavior.
In addition to the basic skills of psychological research, we will learn basic statistics, interpretation and generalization from results and evaluation of the validity of research reports. Discussions of
ethical issues and standards governing the work of psychologists will be learned and applied. We
may have the opportunity to experience guest speakers; hopefully both working professionals and
college faculty.
ADVANCED PLACEMENT:
Welcome to Advanced Placement Psychology! This course is designed to prepare you to take
the Advanced Placement Exam in Psychology offered by The College Board. Students who are
enrolled in any AP class WILL BE REQUIRED to take the AP exam for that course. The exams are
given in May - Monday. May 7th for AP Psychology – First day of testing! The cost is approx. $87 per
exam. It is very important that you discuss the money issues with your parents / guardians as soon
as possible. Plan on having your fees available by December break.
Although taking the AP test is a requirement for being in AP Psychology, the exam results
will not be calculated into your grade unless your AP score exceeds your final grade in the class; in
which case I will raise grades when appropriate. Your grade will be determined by your performance
on in-class assignments, tests, projects and class participation. However, it will be most beneficial for
you to do well in class because that will translate into higher scores on your AP exam. Because each
college/university determines its own acceptance policies, it would be in your best interest to score as
high as possible on your exam to ensure acceptance by the school of your choice. You should contact schools you are planning on attending to see what kind of score will earn you credit. [AP exams
are scored on a 1 to 5 scale. A “3” is usually considered “passing”.] Many schools offer placement,
waivers and/or credit for certain AP scores. In the long run this could save you some major bucks.
Example: San Diego State University’s semester enrollment for 6 or more units costs over
$2,700 a semester ($100 increase from last year!) It is possible to earn a year’s worth of credit
through all the AP programs (24 units). This could save you $5,400 and a year of time!!
Depending on the college, your AP Psychology exam could get you credit for Introductory
Psychology (Psych. 101) that usually is worth three semester units. See Sample AP Credit Tables.
1
UCLA – AP Credit Tables
Quarter Units
http://www.admissions.ucla.edu/prospect/apcredit.htm
UCLA’s tuition costs over $20,000, not counting housing,
books, food, etc.!
SDSU – AP Credit Table.
Semester Units
http://arweb.sdsu.edu/es/catalog/quickref.html
– Click on “part 6” download the PDF file,
scroll down to p. 467
Because you will be trying to earn college credit, your homework and class-work will resemble
the intellectual challenge and workload one would expect in a college course. You must realize that
the time required for homework and study will be considerably greater for this class than a normal
class. Although the time required will vary, you should budget 1 to 2 hours outside of class for each
period in class, depending on your reading speed and abilities. AP courses require excellent attendance, heavy reading, lots of writing, increased analytical tasks, creative projects, and class participation. AP students can and do have lives, but it will be your responsibility to balance the priorities. Be
sure to budget time for your other classes, sports and other extra-curricular activities and jobs.
However, it is usually the case that AP classes and full time jobs are not compatible.
A final word about AP stuff: If you discover that the course work or combinations with other AP
classes is too much, come talk to me before it becomes a problem. You do not get the extra grade
point for less than a “C” and your chances of passing the AP exam are endangered if you are struggling. Remember, the AP exam is the mother of all cumulative finals. If you have problems during
any part of the class, it will come back to haunt you later!
EXPECTATIONS:
(General Expectations)
1.
MY NUMBER ONE RULE: When I ask for your attention; stop what you are doing, look up front and
stop talking.
2.
When the bell rings at the beginning or the period, be in your seats and ready to work.
3.
Keep your folder and backpack or book bag completely under your desk so the aisles remain
clear.
4.
Respect each other’s bodies and possessions.
5.
Cooperate with each other and me.
6.
No food, drinks (except water), or gum are allowed in the classroom at any time.
7.
Three minutes before the end of the period: books placed in their assigned place, all equipment
must be put away, tables and floors clean, and assignments turned in.
8.
Be in your seats when the bell rings.
9.
Know and follow school policies on DRESS CODE, ELECTRONIC DEVICES and SEXUAL
HARASSMENT. I will confiscate any cell phone that goes off during class or if I catch you
texting! Phones will go to the front office! No I-pods during instructional time.
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(Attendance)
Attendance is very important in any class, but in an AP course, it is exceptionally vital that you
are in class every day. I realize that people get sick, but every day you miss puts you in greater danger of falling behind. As an incentive everyone in class right now has 50 attendance points. Each six
weeks you will start with another 50 points, giving you a total of 150 for the semester. Think of these
points as a test grade. The more often you are here, the “higher” the grade you will get. For each
absence (excused or not) you lose 10 points. To make up these points (only if your absence was excused) you will have to do these things:
Absence Procedures:
1. Your parents must call and clear your absence with attendance or give you a note.
2. Complete and turn in any missed assignments. You have the number of class periods you
were absent – or until the end of the week – whichever is longer, to make up absent
work. [See Late Work below]
3. Absent work must have the word ABSENT written in large letters above the title of the paper.
4. Read and complete a one-page summary of one of the make-up articles.
OR
5. Attend an afternoon supplementary video. [See Below]
(Tardies)
If you are not in your assigned seat when the bell rings, you are tardy. Besides the school
consequences for tardies (note home, detentions, Saturday school, etc. Tardies per semester, not per
period!) You will lose five attendance points for each tardy.
You cannot make up these points!
(Turning in Assignments)
Each assignment turned in for points will have a due date. I will grade these items at some
point between the day they are due and that weekend – new grades will be posted every Monday. As
long as your paper is in the pile when I grade the rest of them, you can earn full credit. This will give
you some leeway, but don’t procrastinate!
Late Work: 1/2 Credit. If you were present when the assignment was given but you didn’t get
it turned in by the last day of the week it was due, then you have until the day grades are posted for
your period to turn it in for half credit. If you have extended or periodic absences it will be your responsibility to get the work to me! Late work must have the word LATE written in large letters above
the title of the paper. You can still turn in late assignments for half credit until the end of the 6-week
period – after that time, the score will stay a zero!!
Bonus Points: There will be limited opportunities for bonus points during the semester. But
remember, bonus points mean extra work above and beyond what is normally required from you.
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(Stamped Items)
Each stamped item (See D.N.R. packet below) will have a due date. I will give full stamps at
any point between the day they are due and the last day of the week. This will give you some leeway,
but don’t procrastinate! After that point – you can get half credit for the stamped items until the end of
the 6 week period – after that time – no stamps!
(Mr. Tatro’s Home Page and the MVHS Voice Mail System)
You will be responsible for checking the assignment page located on my Home page when you
are absent. I will update the homework assignments after every “A” / “B” day cycle. You are expected to turn assignments in on their regular due date if you could have reasonably logged
on before they were due. If you have a question, you may leave me an email message, or you can
call the voice mail system and leave me a message. My homepage can be easily accessed through
the school’s website – click on the “Teachers” button – then click on my name.
Mr. Tatro’s e-mail address: ttatro@murrieta.k12.ca.us
MVHS phone number: (951) 696-1408
Mr. Tatro’s extension: 5635
(Student Responsibilities)
TESTS
Major unit exams will be given once each grading period (approximately every 6 weeks) covering the information presented in class to that point. This means that subsequent tests will be cumulative! The tests will consist of 100 multiple choice type objective questions and two AP - style essays.
These tests will represent a major portion of your overall grade. Testing will take place on the last
two days (see A/B schedule calendar) of each grading period, with the Portfolio, and D.N.R. items
due on the last day. You will not be allowed to use notes on the tests! Since you know when the
tests will be, you are required to be here on those days. If you know you are going to be absent you
must make arrangements with me ahead of time to take the test.
I will only allow make-up of unit exams for SERIOUS medical conditions (coma, multiple broken or missing limbs, fever over 107 °F, etc.) or MAJOR personal complications (death of a close
family member, incarceration, court date, abduction by aliens, etc.) If any of these things actually do
happen I will need supporting evidence - in writing - from your parent, doctor, lawyer and/or higher
order being.
HANDWRITING
For the Psychology AP Exam, the two mandatory free-response essay questions are hand
written in blue or black ink during the 50-minute writing period. Consequently, it is important that you
can write QUICKLY AND LEGIBLY! Sometime soon, I will do a handwriting analysis with you and a portion of your first test grade will be determined by the quality of your written work.
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PORTFOLIO
Each student will be expected to bring to class each day a three ring binder, (does not need to
be exclusively for psychology) 8 1/2 x 11 in. three hole punched paper, a pen or pencil and their
accumulated portfolio work. These first three weeks especially, you will need to have a calculator
with you in class that will do square roots.
The portfolio is a record and accumulation of student work over the semester to be checked
before each grading period. It is important that you update it daily. It will have the following parts:
1. Title Page / Table of Contents: “Advanced Placement Psychology Portfolio” in large letters
across the top of the page. First and last name, and period. See side board.
2. Assignments in numerical order: Each assignment will have its title on the top / middle of
the page and your first and last name, period, date and assignment number from smallest to largest at the top right corner. Unless I tell you otherwise, it is O.K. to put more
than one assignment on a page.
3. Anything with an assignment number, including Worksheets, tests, quizzes, class work, and
homework will go into the portfolio. Items too large to fit in the portfolio will be listed on
your table of contents and a placeholder sheet will be inserted into the portfolio.
DAILY NOTES and READING Packet
(D.N.R. Packet)
In addition to your portfolio, you will need to keep a packet for, Reading Notes and Daily Notes
- class notes / small activities. The first page will be your title page / table of contents; begin recording D.N.R. assignments on the second page. Each D.N.R. will be numbered, and have a title. The
types of items that will go in your D.N.R. Packet will be: warm-up questions, reflection writings, reading notes (format to be specified later) video and class notes in addition to Study Guide assignments.
Items in the D.N.R. packet will be stamped when completed. This packet should be kept in your
binder and brought to class everyday.
Points for the D.N.R. packet will vary depending on the number of D.N.R. assignments completed prior to turning them in. They will be due at the end of each grading period. To insure that
you are doing these correctly we will have reading quizzes for each reading assignment.
CALENDAR INFORMATION
Each day you will copy down the calendar information from the board onto your calendar
sheet. These will be worth points and will be collected either bi-monthly or monthly. Make sure to
include assignment and D.N.R. titles, numbers, due dates and points or number of stamps they are
worth.
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STUDY GUIDE ASSIGNMENTS
(S/G)
S/G assignments could be assigned as D.N.R.’s (stamps) or Portfolio assignments (points)
depending on how / when they are assigned. These assignments are located in your study guide.
Full points on a reading quiz means you don’t have to do Study Guide assignments for those modules! I may also have alternative assignments to take the place of the Study Guide assignments if
you really don’t like doing them! Study Guides will need to be hand written until further notice!
(Afternoon supplementary videos) Day of the week subject to change.
Beginning the second week of school and continuing through the end of the year I will be
showing supplementary psychology videos. Start times to be determined.
You will be required to attend three (3) of these showings per semester and each time you attend you will complete a 1-page summary of the video. You may attend more often if you need to
make up attendance points or if you are just interested. A fourth video may be completed for bonus
points. 15 points each.
(AP Psychology Book Reports)
See instruction sheet. One of these may be turned in taking the place of all three supplementary
videos. One Psychology Book Report would count for the three videos for one semester.
(Textbook and Study Guide) PSYCHOLOGY, Myers in Modules, 8e.
I expect you to treat your books kindly. They are there for you to use, but you need to respect
the fact that other students will need to use these same books for many years.

DO NOT WRITE IN THE STUDY GUIDE!!!!!!!
- You may order your own copy online to write in if you want, but do not write in the
one issued to you by the library.



DO NOT WRITE (even in pencil) IN THE TEXT BOOK.
Please do not fold the pages or covers.
If you see any writing or defacement of your materials, show me immediately, so you do not get
blamed.
Books and study guides must be replaced in order before anyone leaves class at the end of the
period.

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(Grading)
Grading will be based on a weighted point system. Your grade will be broken down into the
following categories:
Category
Percent of Grade
Comments
TEST
45%
Three first semester. Two second semester and final project.
QUIZ
15%
No make-ups other than cleared absences.
HOMEWORK /
CLASSWORK
35%
D.N.R. and Portfolio Packets. Class notes, activities, labs, group
work.
PERFORMANCE
5%
Attendance points, After School Videos.
90% of the total points gets you an A80% = B70% = C60% = D-
Grades will be calculated as follows:
I would not suggest, “trying for” anything less than an “A”.
Give everything your best effort and you will get the grade
you deserve.
(Over Break Assignments / After School Sessions)
Because the AP exams are given in May, you will be required to do independent work over
break times. Your study guide and text will be essential during this time, so make sure you have
them with you over break.
At this time, I do not plan on having you come in to school over break, but there may be optional study sessions offered.
I may require you to come in after school for supplemental sessions. Usually I will give you a
range of options and days in which to do this.
(Teacher Responsibilities):

If you treat me with respect, I will treat you with respect.

I will teach to the best of my abilities - I take my job seriously.

I will always try to inform you of class requirements.

Grades will be posted / emailed and papers will be returned the first class day of the week.

Grades will be available on-line on the ABI system, but I will always honor an email request
for your current grade.

I will make appointments to meet with you if you need extra help outside of class.
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AP Psychology
Book Reports
Mental Illness
Optional if you can’t come in for After School Videos = 45 points.
A. Read a novel where the main character has a mental illness. Answer the following questions in a
well organized three or four-page paper. Double spaced typed:
a. Describe the main character.
b. Describe any symptoms of mental illness.
c. Describe a positive and negative relationship that the main character has.
d. Diagnose the main character. Explain your reasoning clearly.
There may be more than one disorder present. See Psychological disorders for
reference and /or research the disorder on-line.
e. Describe and explain any symptoms that are atypical (not normally listed) for the disorder.
B. Suggestions for books (see me if you have something else in mind):
1. The Eden Express, Mark Vonnegut
2. I Never Promised You a Rose Garden, Joanne Greenberg
3. Birdy, Wharton
4. He?, Guy de Maupassant
5. All Around the Town, Mary Higgins Clark
6. Sybil, Flora Rheta Schreiber
7. Girl Interrupted, Joanne Kaysen
8. Silence of the Lambs, Harris
9. The Bell Jar, Sylvia Plath
10. House of the Seven Gables, Nathaniel Hawthorne
11. Catcher in the Rye, JD Salinger
12. Bartelby the Scrivener, Herman Melville
13. The Black Wedding, Isaac Singer
14. The Crack Up, F. Scott Fitzgerald
15. Hamlet, Shakespeare
16. MacBeth, Shakespeare
17. One Flew Over the Cuckoo’s Nest, Ken Kesey
18. Pigeon Feathers, John Updike
19. Tender Is the Night, F. Scott Fitzgerald
20. The Yellow Wallpaper, Charlotte Perkins Gilman
21. Waiting For Godot, Samuel Beckett
22. A Child Called It, Dave Pelzer
23. Prozac Nation, Wurtzel
24. Catch-22, Joseph Heller
C. Read the book! Do not use Spark Notes or any of those other forms of cheating available on the
Internet. It is perfectly fine to use a book you have to read for English as long as it is on the list
and you write a separate paper.
Original Instructions from: Nate Naughton Social Studies Chair Arlington Catholic HS
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A COLORFUL INTERACTIVE NOTE-TAKING SYSTEM
(Modified Pseudo-Cornell)
Preview-Read-Think-Review
Before Reading [Preview]: What is the reading assignment due by the next class period? Take a look at the overall structure and content of the chapter - what kinds of things will you be studying? If you are in the middle of a chapter quickly
review from your notes whatever you did previously!
When Reading:
1.
Q
2.
T
3.
D.
. IN RED . . . Pose the key question for the section you are reading by turning the dark bold headlines of
the major sections into questions (?) Put these red questions at the center of your notebook page. Underline or box them
so they stand out. When you review, first try to answer these questions (in red) from memory. Practice recall.
. IN GREEN . . . Put the major terms (Vocabulary) that answer the question you posed. These are
listed in the margins of your text and at the end of the chapter. Put the terms in your notebook at the far left. When you
review, to test your recall of the terms, cover the definitions to see if you know them. Uncover and check your recall.
IN PURPLE . . . Next to the terms, put their definitions. Write in the left margin under your terms the def-
initions of those terms. Copy important DIAGRAMS or CHARTS that summarize concepts in this area as well. When you
review, if you are unsure about a term or concept you can re-read your explanations and definitions in your S/G packet
without having to re-read the text!
4.
N.
IN BLACK . . . Write notes in the center of the page on whatever in the text you decide needs to be sum-
marized, paraphrased, copied or memorized to explain the main question (in red) or the key terms. Circle in Blue names
of important researchers or key thinkers you find.
5.
A.
IN ORANGE . . . [Think]: Put your associations (How does this relate to me?) questions and emotional
responses at the far right of the page, next to what you have written from the text in black. When you record your
thoughts and feelings about what you are reading you more deeply process the information in a personally meaningful
way. When you review some weeks or months later, these associations will help trigger memories of when you first saw
the material, activating your context cues and your state dependent memory; thereby insuring recall.
After Reading [Review]:
6.
M
7.
R
. IN BLUE . . . After you finish reading a major section, sum up in a few sentences what you learned. Include
your own main feelings and insights about what you gained personally from this section and what it really means. Again
you are insuring the material is meaningful and relevant to you because you have made connections to your life experience. Write this in the right margin under whatever you wrote in orange.
. IN BROWN . . . Write up answers to the Review and Reflect Questions at the end of each section. These should be paragraph answers and can be written in the left margin or at the end. When you review you could
go directly to these Review and Reflect Questions.
Rationale for the colors:
The brain likes contrast and novel stimuli. Color does that for the brain. If you find having that many pens /
pencils a bother then write your notes in the traditional black and blue but then use colored highlighters to get
contrast.
Modified with permission from Don Leach.
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SUMMARY OUTLINE: 2011 - 2012
ADVANCED PLACEMENT PSYCHOLOGY
CONTENT AREA
TEXTBOOK MODULES
% OF AP EXAM
1. History and Approaches
A.
B.
Logic, Philosophy, and History of Science
Approaches:
1.
Neuroscience
2.
Evolutionary
3.
Behavior genetics
4.
Psychodynamic
5.
Behavioral
6.
Cognitive
7.
Social-cultural
8.
Humanistic
Mod - 1
2-4
Mod 2-3
6-8
Mod 4-5
8-10
Mod 12-17
7-9
Mod 6-11 + Mod 44
8-10
Mod 45-51
10-12
2. Methods and Statistics
Research Methods
A.
B.
Experimental, Correlational, and Clinical Research:
1.
Correlational (e.g., observational, survey, clinical)
2.
Experimental
3.
Statistics:
a. Descriptive
b. Inferential
4.
Ethics in Research
3. Biological Bases of Behavior
A.
B.
C.
D.
E.
F.
Physiological Techniques (e.g., imaging, surgical)
Neuroanatomy
Functional Organization of Nervous System
Neural Transmission
Endocrine System
Genetics
4. Sensation and Perception
A.
B.
C.
D.
E.
Thresholds
Sensory Mechanisms
Sensory Adaptation
Attention
Perceptual Processes
5. Developmental Psychology
The Nature and Nurture of Behavior / The Developing Person
A.
B.
C.
D.
E.
F.
G.
Life-Span Approach
Research Methods (e.g., longitudinal, cross-sectional)
Heredity-Environment Issues
Developmental Theories
Dimensions of Development:
1.
Physical
3. Social
2.
Cognitive
4. Moral
Sex Roles, Sex Differences, Sexual Orientation
Psychosexual Development: Freud – Mod 44
6. Personality and Disorders
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Personality Theories and Approaches
Assessment Techniques
Self-concept, Self-esteem Growth
Definitions of Abnormality
Theories of Psychopathology
Anxiety Disorders
Somatoform Disorders
Mood Disorders
Schizophrenic Disorders
Organic Disorders
Personality Disorders
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7. Winter Break
States of Consciousness (Finish Personality / Disorders)
Mod 18-20
2-4
Mod 52-54
6-8
Mod 21-28
8-10
Group Dynamics
Attribution Processes
Interpersonal Perception
Conformity, Compliance, Obedience
Attitudes and Attitude Change
Organizational Behavior
Aggression/Antisocial
Mod 55-58
7-9
11. Spring Break
Motivation and Emotion
Stress and Health
Mod 34-43
8-10
Mod 29 - 33
8-10
1.
2.
3.
Sleep and Dreaming
Hypnosis
Psychoactive Drugs
8. Treatment
A.
B.
Treatment Approaches:
1.
Insight Therapies: Psychodynamic/Humanistic
Approaches
2.
Behavioral Approaches
3.
Cognitive Approaches
4.
Biological Approaches (psychopharmacology/psychosurgery)
Modes of Therapy (e.g., individual, group) Community
and Preventive
9. Learning and Memory
1.
2.
3.
4.
5.
6.
Classical Conditioning
Operant Conditioning
Cognitive Processes in Learning
Biological Factors
Social Learning
Memory
10. Social Psychology
A.
B.
C.
D.
E.
F.
G.
1.
2.
3.
4.
Theories of Motivation
Hunger, Thirst, Sex, and Pain
Social Motives
Theories of Emotion, Stress and Health
12. Cognition, Language, Testing and
Individual Differences
A.
B.
C.
D.
E.
F.
G.
H.
I.
Language
Thinking
Problem Solving and Creativity
Standardization and Norms
Reliability and Validity
Types of Tests
Ethics and Standards in Testing
Intelligence
Heredity / Environment and Intelligence / Human Diversity
13. Review for AP Exam. Test Date: Monday May 7th - Afternoon Session
14. Psychology Final Project: Observing / Testing Human Behavior.
Group Psychology Activity.
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THE OVERACHIEVER’S MANTRA
I AM NOT MY GRADES:
I am much more than any score, letter or number. I know my own worth. Grades can’t measure me.
I CAN’T COMPARE MY GRADES TO OTHERS:
I am like but unlike any one else in the group. On the whole, I am as good as any one here. At times, parts of me are
better; sometimes worse.
GRADES DON’T SHOW WHAT I’VE LEARNED:
Only time and experience can tell me what I have really learned and what really counts. Ultimately, I learn for myself and
from myself.
I EXPECT PROGRESS NOT PERFECTION:
I am a human Be-coming; therefore, I am entitled to make many mistakes and learn from them. (Avoid fatal errors; however, whenever possible.)
IF I CHEAT, I CHEAT MYSELF AND OTHERS TOO:
I cheat myself out of the chance to grow stronger by challenging myself to succeed or fail on my own. Plus I miss the
opportunity to really learn.
HOW DO I KNOW IF I AM DOING THE RIGHT THING?
Just a suggestion from Philosopher Immanuel Kant (1724-1804) Formulation One of Kant’s categorical imperative:
“Act only according to that maxim by which you can at the same time will that it should become a universal law”
OR
“Think about what would happen if everyone acted in the same way, and for the same reasons you did.”
“All moral laws must be universal. They are formed regardless of circumstances, since the circumstance cannot be predicted. All we can really know is the principle behind our action. Besides this, the consequences do not matter. IF something is deemed to be moral, it becomes a duty. A duty must be fulfilled, no matter what the consequences.” Summary
from Mike West.
Academic Honor Code *
I will not give nor receive aid in examinations. I will not give nor receive
un-permitted aid in class work, in the preparation of projects or in any work that is to be
used by the instructor (Mr. Tatro) as the basis of grading. I will do my share and take
an active part in seeing to it that others as well as myself uphold the spirit and letter of
this academic honor code.
Signed: ______________________________
Witnessed: ____________________________ Date: ___________
* Taken almost word for word from the Stanford Honor Code, via Don Leach. See, I didn’t plagiarize.
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Murrieta Valley High School
Mr. Tatro
ADVANCED PLACEMENT PSYCHOLOGY COURSE CONTRACT
1. Print your name: _________________________________________________________ Period: ______
2. Read the following and initial / sign, if you agree:
I fully understand the dynamics of an Advanced Placement class and plan to perform to the best of my ability to
fulfill the goals of the course, including the following:
A. CLASS WORK: Do you agree to: (Please Initial)
1. _____ Actively read and take notes on each chapter (5 hours a week at least)
2. _____ Do in class experiments, chapter written activities / readings and group work.
3. _____ Turn in a work when it is due.
4. _____ Complete over break assignments.
5. _____ Take at least one AP style test (100 multiple choice questions and 2 essays) each grading period.
6. _____ Save all material in your Portfolio and D.N.R. packets neatly and in order.
7. _____ Pay for and take the AP Exam on May 7th (afternoon session – approx. $87)
B. CONDUCT: These simple agreements will maximize your psychology experience. (Please Initial)
1. _____ In this classroom I will never put anyone down in any way.
2. _____ When asked, I will keep personal information confidential or anonymous.
3. _____ I will avoid side talk or I’ll get reseated. (Don’t be a distraction.)
4. _____ I will challenge my comfort zones! Great things can happen if I choose to let them happen.
However, I know my limits and will speak up when I reach them.
5. _____ I will graciously comply with the justifiable request by the instructor for removal from the class because
of failure to comply with pre-established rules and regulations. A meeting with student, teacher, parent /
guardian, and councilor/administrator must take place before any student will be dropped from Advanced
Placement Psychology.
C. EFFORT: Doing your best. (Please Initial)
1. _____ I will put forth my best effort to improve my intellectual growth and development.
2. _____ I will maintain the highest ethical standards concerning my academic involvement at MVHS.
(i.e. plagiarism, cheating, see Academic Honor Code.)
3. _____ I will keep my parents / guardians informed and actively participating in my educational process.
4. _____ I will honor attendance requirements: you may not miss more that 5 days in any 6 week period
and no more that 15 days per semester.
D. PARENT / GUARDIAN PERMISSION:
1. I hereby give my permission for ______________________________ to hear about and work with sensitive
topics, including sexual issues, as they relate to the psychology curriculum. This includes instructional videos
that may be shown outside of class. X _____ (Parent / Guardian Initials)
2. I hereby acknowledge that taking my child on vacation during the school year will have a significant negative
effect on their grade and I understand that my child will have homework assignments to complete during
vacations.
X _____ (Parent / Guardian Initials)
Signature(s) of Parent / Guardian: X_________________________________________ Date: ____________
X_________________________________________
Signature of Student: X___________________________________________________ Date: ____________
Parents / Guardians, please add any comments you wish. Your input is welcome! Parents, your email address(es) and/or phone
number(s) would be greatly appreciated. My contact information is listed on the class expectations sheet. Please see my home page
for assignments which can be easily accessed through the school’s website – click on the “Teachers” button – then click on my name.
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