Standard
Objective
AP Psychology
Monday, August 24
Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes.
In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. AP students in psychology should be able to do the following: •
Recognize how philosophical and physiological perspectives shaped the development of psychological thought. • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; —
Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.
• Recognize the strengths and limitations of applying theories to explain behavior. • Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social).
• Identify major historical figures in psychology (e.g., Mary Whiton
Calkins, Charles Darwin, Dorothea
Dix, Sigmund Freud, G. Stanley
Hall, William James, Ivan Pavlov,
Jean Piaget, Carl Rogers, B. F.
Skinner, Margaret Floy
Washburn, John B. Watson,
Wilhelm Wundt).
Students can describe various psychological approaches in psychology.
Tuesday, August 25
Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes.
In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. AP students in psychology should be able to do the following: •
Recognize how philosophical and physiological perspectives shaped the development of psychological thought. • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; —
Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.
• Recognize the strengths and limitations of applying theories to explain behavior. • Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social).
• Identify major historical figures in psychology (e.g., Mary Whiton
Calkins, Charles Darwin, Dorothea
Dix, Sigmund Freud, G. Stanley
Hall, William James, Ivan Pavlov,
Jean Piaget, Carl Rogers, B. F.
Skinner, Margaret Floy
Washburn, John B. Watson,
Wilhelm Wundt).
Students can describe various psychological approaches in psychology.
Wednesday, August 26 Thursday, August 27
Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes.
In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. AP students in psychology should be able to do the following: •
Recognize how philosophical and physiological perspectives shaped the development of psychological thought. • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; —
Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.
• Recognize the strengths and limitations of applying theories to explain behavior. • Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social).
• Identify major historical figures in psychology (e.g., Mary Whiton
Calkins, Charles Darwin, Dorothea
Dix, Sigmund Freud, G. Stanley
Hall, William James, Ivan Pavlov,
Jean Piaget, Carl Rogers, B. F.
Skinner, Margaret Floy
Washburn, John B. Watson,
Wilhelm Wundt).
Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes.
In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. AP students in psychology should be able to do the following: •
Recognize how philosophical and physiological perspectives shaped the development of psychological thought. • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; —
Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.
• Recognize the strengths and limitations of applying theories to explain behavior. • Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social).
• Identify major historical figures in psychology (e.g., Mary Whiton
Calkins, Charles Darwin, Dorothea
Dix, Sigmund Freud, G. Stanley
Hall, William James, Ivan Pavlov,
Jean Piaget, Carl Rogers, B. F.
Skinner, Margaret Floy
Washburn, John B. Watson,
Wilhelm Wundt).
Students can describe various psychological approaches in psychology.
Students can describe various careers in psychology.
Friday, August 28
Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes.
In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. AP students in psychology should be able to do the following: •
Recognize how philosophical and physiological perspectives shaped the development of psychological thought. • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; —
Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.
• Recognize the strengths and limitations of applying theories to explain behavior. • Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social).
• Identify major historical figures in psychology (e.g., Mary Whiton
Calkins, Charles Darwin, Dorothea
Dix, Sigmund Freud, G. Stanley
Hall, William James, Ivan Pavlov,
Jean Piaget, Carl Rogers, B. F.
Skinner, Margaret Floy
Washburn, John B. Watson,
Wilhelm Wundt).
Students can review the content in unit #1 to prepare for our first test.

Bell-Ringer
Instructional Strategy
Assignment
Go over exit slip
Cooperative learning and independent assignment
1. Finish timeline
2. Approach chart
Assessment
Critical Vocabulary
Pretest
Behavioral
Ivan Pavlov
John Watson
B.F. Skinner
Psychoanalytic
Sigmund Freud
Humanistic
Carl Rogers
Abraham Maslow
Biological
Cognitive
Evolutionary
Charles Darwin
Sociocultural
Ecletic
Dinner Party poster
Grade preassessment
Cooperative learning
1. Go over approach chart
2. Celebrity analysis
Exit Slip
Test on 9/4
Behavioral
Ivan Pavlov
John Watson
B.F. Skinner
Psychoanalytic
Sigmund Freud
Humanistic
Carl Rogers
Abraham Maslow
Biological
Cognitive
Evolutionary
Charles Darwin
Sociocultural
Ecletic
Dinner Party poster
Go over exit slip
Cooperative learning
1. Present celebrity analysis
2. Eclectic psychology activity
Exit Slip
Test on 9/4
Behavioral
Ivan Pavlov
John Watson
B.F. Skinner
Psychoanalytic
Sigmund Freud
Humanistic
Carl Rogers
Abraham Maslow
Biological
Cognitive
Evolutionary
Charles Darwin
Sociocultural
Ecletic
Dinner Party poster
Go over exit slip
Independent assignment
1. Careers in psychology chart
Exit Slip
Test on 9/4
Clinical psychologists
Counseling
Industrial/organizational
Personality
Psychiatrist
Dinner Party poster
Go over exit slip
Independent assignment
1. Study guide based on missed exit slip questions
Exit Slip
Test on 9/4
All unit 1 applies
Dinner Party poster Intended Homework

Standard
Objective
Bell-Ringer
Instructional Strategy
Assignment
Assessment
Critical Vocabulary
Sociology
Monday, August 24
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.
Students can analyze major parts of culture by creating their own island.
None
Video
30 days: Muslims in
America culture analysis
Observation
Discussion
Unit Test
Sociology
Language
Technology
Norms
Folkways
Mores
Laws
Values
Symbols
Tuesday, August 25
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.
Students can analyze major parts of culture by creating their own island.
None
Independent activity
Aspects of culture questions
Observation
Discussion
Unit Test
Sociology
Society
Culture
Language
Technology
Norms
Folkways
Mores
Laws
Values
Symbols
Wednesday, August 26 Thursday, August 27
SS-H-CS-U-1 Students will understand that culture is a system of beliefs, knowledge, institutions,
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 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.
Students can analyze major parts of culture by creating their own island.
None
Cooperative Learning
Norms skits processes to be members of the society.
Students can identify and describe the major parts of culture.
None
Independent activity
Technology timeline
Observation
Discussion
Unit Test
Mores
Folkways
Laws
Norms
Observation
Discussion
Unit Test
Technology
Friday, August 28
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.
Students can identify and describe the major parts of culture.
None
Independent activity
American values chart
Observation
Discussion
Unit Test
Democracy
Equality
Efficiency

Standard
Objective
Bell-Ringer
Instructional Strategy
Assignment
Assessment
Critical Vocabulary
Intended Homework
1945 to Present
Monday, August 24
SS-HS-5.2.6 Students will explain and give examples of how after
WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil
Rights Movement), the extension of civil liberties (e.g., desegregation, Civil
Rights Acts) and conflict over political issues
(e.g., McCarthyism, U.S. involvement in
Vietnam).
Students can describe how life was altered in the U.S. due to WW2.
None
Cooperative Learning
Newsreel project
Tuesday, August 25
SS-HS-5.2.6 Students will explain and give examples of how after
WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil
Rights Movement), the extension of civil liberties (e.g., desegregation, Civil
Rights Acts) and conflict over political issues
(e.g., McCarthyism, U.S. involvement in
Vietnam).
Students can describe how life was altered in the U.S. due to WW2.
None
Cooperative Learning
Newsreel project
Unit Test
Discussion
Observation
Rationing
War bonds
Rosie the Riveter
Get syllabus signed
Unit Test
Discussion
Observation
Rationing
War bonds
Rosie the Riveter
Get syllabus signed
Wednesday, August 26 Thursday, August 27
SS-HS-5.2.6 Students will explain and give examples of how after
WWII, America
SS-HS-5.2.6 Students will explain and give examples of how after
WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil
Rights Movement), the extension of civil liberties (e.g., desegregation, Civil
Rights Acts) and conflict over political issues
(e.g., McCarthyism, U.S. involvement in
Vietnam).
Students can describe major battles of WW2. experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil
Rights Movement), the extension of civil liberties (e.g., desegregation, Civil
Rights Acts) and conflict over political issues
(e.g., McCarthyism, U.S. involvement in
Vietnam).
Students can describe why the atomic bomb
None
Cooperative Learning
Newsreel project was dropped by the U.S.
None
Discussion
Atomic bomb socratic seminar
Unit Test
Discussion
Observation
D-Day, Battle of Bulge,
Battle of Atlantic, Battle of Midway, Battle of
Okinawa
Finish timeline
Unit Test
Discussion
Observation
Hiroshima
Nagasaki
Manhattan Project
Finish timeline
Friday, August 28
SS-HS-5.2.6 Students will explain and give examples of how after
WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil
Rights Movement), the extension of civil liberties (e.g., desegregation, Civil
Rights Acts) and conflict over political issues
(e.g., McCarthyism, U.S. involvement in
Vietnam).
Students can review their knowledge of
WW2.
None
Independent activity
Study guide
Unit Test
Discussion
Observation
All Unit 1 vocabulary applies
Finish timeline