AP Psychology
2/8
Standard
2/9
2/10
2/11
2/12
APA Content Standard
APA Content Standard
APA Content Standard
APA Content Standard Area:
APA Content Standard Area:
Area: Personality
After concluding this unit,
students understand:
1. Perspectives on
personality
2. Assessment of personality
3. Issues in personality
Content Standard 1:
Perspectives on personality
1.1 Evaluate psychodynamic
theories.
1.2 Evaluate trait theories.
1.3 Evaluate humanistic
theories.
1.4 Evaluate social-cognitive
theories.
Content Standard 2:
Assessment of personality
2.1 Differentiate personality
assessment techniques.
2.2 Discuss the reliability and
validity of personality
assessment techniques.
Content Standard 3: Issues
in personality
3.1 Discuss biological and
situational influences.
3.2 Discuss stability and
change.
3.3 Discuss connections to
health and work.
3.4 Discuss self-concept.
3.5 Analyze how
individualistic and
collectivistic cultural
perspectives relate to
personality.
Area: Personality
After concluding this unit,
students understand:
1. Perspectives on personality
2. Assessment of personality
3. Issues in personality
Content Standard 1:
Perspectives on personality
1.1 Evaluate psychodynamic
theories.
1.2 Evaluate trait theories.
1.3 Evaluate humanistic
theories.
1.4 Evaluate social-cognitive
theories.
Content Standard 2:
Assessment of personality
2.1 Differentiate personality
assessment techniques.
2.2 Discuss the reliability and
validity of personality
assessment techniques.
Content Standard 3: Issues
in personality
3.1 Discuss biological and
situational influences.
3.2 Discuss stability and
change.
3.3 Discuss connections to
health and work.
3.4 Discuss self-concept.
3.5 Analyze how
individualistic and
collectivistic cultural
perspectives relate to
personality.
Area: Personality
After concluding this unit,
students understand:
1. Perspectives on personality
2. Assessment of personality
3. Issues in personality
Content Standard 1:
Perspectives on personality
1.1 Evaluate psychodynamic
theories.
1.2 Evaluate trait theories.
1.3 Evaluate humanistic
theories.
1.4 Evaluate social-cognitive
theories.
Content Standard 2:
Assessment of personality
2.1 Differentiate personality
assessment techniques.
2.2 Discuss the reliability and
validity of personality
assessment techniques.
Content Standard 3: Issues
in personality
3.1 Discuss biological and
situational influences.
3.2 Discuss stability and
change.
3.3 Discuss connections to
health and work.
3.4 Discuss self-concept.
3.5 Analyze how
individualistic and
collectivistic cultural
perspectives relate to
personality.
Personality
After concluding this unit,
students understand:
1. Perspectives on personality
2. Assessment of personality
3. Issues in personality
Content Standard 1:
Perspectives on personality
1.1 Evaluate psychodynamic
theories.
1.2 Evaluate trait theories.
1.3 Evaluate humanistic
theories.
1.4 Evaluate social-cognitive
theories.
Content Standard 2:
Assessment of personality
2.1 Differentiate personality
assessment techniques.
2.2 Discuss the reliability and
validity of personality
assessment techniques.
Content Standard 3: Issues in
personality
3.1 Discuss biological and
situational influences.
3.2 Discuss stability and
change.
3.3 Discuss connections to
health and work.
3.4 Discuss self-concept.
3.5 Analyze how
individualistic and
collectivistic cultural
perspectives relate to
personality.
Personality
After concluding this unit,
students understand:
1. Perspectives on personality
2. Assessment of personality
3. Issues in personality
Content Standard 1:
Perspectives on personality
1.1 Evaluate psychodynamic
theories.
1.2 Evaluate trait theories.
1.3 Evaluate humanistic
theories.
1.4 Evaluate social-cognitive
theories.
Content Standard 2:
Assessment of personality
2.1 Differentiate personality
assessment techniques.
2.2 Discuss the reliability and
validity of personality
assessment techniques.
Content Standard 3: Issues in
personality
3.1 Discuss biological and
situational influences.
3.2 Discuss stability and
change.
3.3 Discuss connections to
health and work.
3.4 Discuss self-concept.
3.5 Analyze how
individualistic and
collectivistic cultural
perspectives relate to
personality.
Objective
Students can describe
key contributions of
Carl Jung to psychology.
Students can describe
various trait theories in
psychology.
Flashback
Formative:
Students can describe
key contributions of
Abraham Maslow to
psychology.
Flashback
Formative:
Students can describe
key contributions of Carl
Rogers to psychology.
Bell-Ringer
Assessment
Students can describe
key contributions of
Alfred Adler and Karen
Horney to psychology.
Flashback
Formative:
Flashback
Formative:
Flashback
Formative:
Discussion
Observation
Exit Slip
Instructional Strategy
Assignment
Vocabulary
Intended Homework
RTI
Discussion
Observation
Exit Slip
Summative:
Unit Test
Independent project
Notes and Archetype
Activity
Carl Jung
Personal unconscious
Collective unconscious
Archetypes
Individuation
None
Extending time
Additional assistance
Cueing
Discussion
Observation
Exit Slip
Discussion
Observation
Exit Slip
Unit Test with
Corrections
Summative:
Unit Test
Summative:
Unit Test
Independent
assignment
Notes and Birth Order
activity
Alfred Adler
Birth order
Karen Horney
Womb envy
Summative:
Unit Test
Cooperative Learning
Summative:
Unit Test
Independent assignment
Hierarchy of needs
advertising project
Abraham Maslow
Hierarchy of needs
Self-actualization
Notes and journal
activity
Carl Rogers
Unconditional positive
regard
Demonstration and
independent assignment
Oreo experiment and
graphic organizer
The Big Five
Trait
16 Factors
None
Extended time
Additional assistance
Cueing
None
Extended time
Additional assistance
Cueing
None
Additional Assistance
Extended Time
Cueing
None
Additional Assistance
Extended Time
Cueing
Sociology
Standard
2.8
SS-H-CS-U-1 Students will
understand that culture is
a system of beliefs,
knowledge, institutions,
customs/traditions,
languages and skills
shared by a group.
Through a society’s
culture, individuals learn
the relationships,
structures, patterns and
processes to be members
of the society.
2.9
SS-H-CS-U-1 Students will
understand that culture is
a system of beliefs,
knowledge, institutions,
customs/traditions,
languages and skills
shared by a group.
Through a society’s
culture, individuals learn
the relationships,
structures, patterns and
processes to be members
of the society.
2.10
SS-H-CS-U-1 Students will
understand that culture is
a system of beliefs,
knowledge, institutions,
customs/traditions,
languages and skills
shared by a group.
Through a society’s
culture, individuals learn
the relationships,
structures, patterns and
processes to be members
of the society.
2.11
2.12
SS-H-CS-U-1 Students will SS-H-CS-U-1 Students will
understand that culture is understand that culture is
a system of beliefs,
a system of beliefs,
knowledge, institutions,
knowledge, institutions,
customs/traditions,
customs/traditions,
languages and skills
languages and skills
shared by a group.
shared by a group.
Through a society’s
Through a society’s
culture, individuals learn
culture, individuals learn
the relationships,
the relationships,
structures, patterns and
structures, patterns and
processes to be members processes to be members
of the society.
of the society.
Objective
Bell-Ringer
Assessment
Instructional
Strategy
Assignment
Vocabulary
Intended
Homework
RTI
Students will be able to
define and give examples
of various groups in
society.
None
Formative:
Discussion
Observation
Students will be able to
identify agents of
socialization in their lives.
Students will define and
give examples of
deviance.
None
Formative:
Discussion
Observation
Students will describe
how a person’s
interactions with society
change over time.
None
Formative:
Discussion
Observation
Students will describe
how a person’s
interactions with society
change over time.
None
Formative:
Discussion
Observation
None
Formative:
Discussion
Observation
Summative:
Unit Test
Independent Assignment
Summative:
Unit Test
Project
Summative:
Unit Test
Independent Assignment
Summative:
Unit Test
Project
Summative:
Unit Test
Project
Group graphic organizer
Agents of socialization
collage
Development timeline
Development timeline
Primary group
Secondary group
None
Agents of socialization
Deviance graphic
organizer and Seinfeld
episode
Deviance
Adolescence
Adolescence
None
Finish storybook
Finish storybook
Finish storybook
Repeat instructions
Extra assistance
Extended time
Cueing
Repeat instructions
Extra assistance
Extended time
Cueing
Repeat instructions
Extra assistance
Extended time
Cueing
Repeat instructions
Extra assistance
Extended time
Cueing
Repeat instructions
Extra assistance
Extended time
Cueing
1.28
HS1.HT.13: Historical
Understanding:
Contextualization and
Perspectives- Analyze
complex and interactive
factors that influenced
the perspectives of
people during different
historical eras and
1.29
HS1.HT.13: Historical
Understanding:
Contextualization and
Perspectives- Analyze
complex and interactive
factors that influenced
the perspectives of
people during different
historical eras and
Women and History
Standard
1.25
HS1.HT.13: Historical
Understanding:
Contextualization and
Perspectives- Analyze
complex and interactive
factors that influenced the
perspectives of people
during different historical
eras and explain how
1.26
HS1.HT.13: Historical
Understanding:
Contextualization and
Perspectives- Analyze
complex and interactive
factors that influenced
the perspectives of
people during different
historical eras and
1.27
HS1.HT.13: Historical
Understanding:
Contextualization and
Perspectives- Analyze
complex and interactive
factors that influenced
the perspectives of
people during different
historical eras and
perspectives of people in
the present shape
interpretations of the past.
Objective
Students will explain how
the 19th Amendment was
passed.
explain how perspectives
of people in the present
shape interpretations of
the past.
Students will explain how
the 19th Amendment was
passed.
Bell-Ringer
Assessment
None
Formative:
Discussion
Observation
None
Formative:
Discussion
Observation
None
Formative:
Discussion
Observation
explain how perspectives
of people in the present
shape interpretations of
the past.
Students will describe
early events in in the
women’s suffrage
movement.
None
Formative:
Discussion
Observation
Summative:
Unit Test
Film
Summative:
Unit Test
Film
Summative:
Unit Test
Film
Summative:
Unit Test
Independent assignment
Summative:
Unit Test
Project
Questions for Iron Jawed
Angels
Alice Paul
Lucy Burns
NAWSA
NWP
19th Amendment
Constitution
Woodrow Wilson
None
Questions for Iron Jawed
Angels
Alice Paul
Lucy Burns
NAWSA
NWP
19th Amendment
Constitution
Woodrow Wilson
None
Questions for Iron Jawed
Angels
Alice Paul
Lucy Burns
NAWSA
NWP
19th Amendment
Constitution
Woodrow Wilson
None
Primary source analysis
Foldable
Seneca Falls Convention
Declaration of
Sentiments
Susan B. Anthony
Elizabeth Cady Stanton
Susan B. Anthony
Elizabeth Cady Stanton
Carrie Chapman Catt
Lucy Burns
Alice Paul
None
None
Repeat instructions
Extra assistance
Extended time
Cueing
Repeat Information
Extra assistance
Extended time
Cueing
Repeat instructions
Extra assistance
Extended time
Cueing
Repeat instructions
Extra assistance
Extended time
Cueing
Repeat instructions
Extra assistance
Extended time
Cueing
Instructional
Strategy
Assignment
Vocabulary
Intended
Homework
RTI
explain how perspectives
of people in the present
shape interpretations of
the past.
Students will explain how
the 19th Amendment was
passed.
explain how perspectives
of people in the present
shape interpretations of
the past.
Students will describe
leaders in the women’s
suffrage movement.
None
Formative:
Discussion
Observation