Standards
Tuesday, 10/13
Wednesday, 10/14
Thursday, 10/15
Friday, 10/16
Biological Bases of Behavior (8–
10%)
An effective introduction to the
relationship between
physiological processes and
behavior—including the
influence of neural function, the
nervous system and the brain,
and genetic contributions to
behavior—is an important
element in the AP course.
AP students in psychology should
be able to do the following:
• Identify basic processes and
systems in the biological bases of
behavior, including parts of the
neuron and the process of
transmission of a signal between
neurons.
• Discuss the influence of drugs
on neurotransmitters (e.g.,
reuptake mechanisms).
• Discuss the effect of the
endocrine system on behavior
• Describe the nervous system
and its subdivisions and
functions:
— central and peripheral
nervous systems;
— major brain regions, lobes,
and cortical areas;
— brain lateralization and
hemispheric specialization.
• Recount historic and
contemporary research
strategies and technologies that
support research (e.g., case
studies, split-brain research,
imaging techniques).
• Discuss psychology’s abiding
interest in how heredity,
environment, and evolution work
together to shape behavior.
• Predict how traits and behavior
can be selected for their adaptive
value.
Biological Bases of Behavior (8–
10%)
An effective introduction to the
relationship between
physiological processes and
behavior—including the
influence of neural function, the
nervous system and the brain,
and genetic contributions to
behavior—is an important
element in the AP course.
AP students in psychology should
be able to do the following:
• Identify basic processes and
systems in the biological bases of
behavior, including parts of the
neuron and the process of
transmission of a signal between
neurons.
• Discuss the influence of drugs
on neurotransmitters (e.g.,
reuptake mechanisms).
• Discuss the effect of the
endocrine system on behavior
• Describe the nervous system
and its subdivisions and
functions:
— central and peripheral
nervous systems;
— major brain regions, lobes,
and cortical areas;
— brain lateralization and
hemispheric specialization.
• Recount historic and
contemporary research
strategies and technologies that
support research (e.g., case
studies, split-brain research,
imaging techniques).
• Discuss psychology’s abiding
interest in how heredity,
environment, and evolution work
together to shape behavior.
• Predict how traits and behavior
can be selected for their adaptive
value.
Biological Bases of Behavior (8–
10%)
An effective introduction to the
relationship between
physiological processes and
behavior—including the
influence of neural function, the
nervous system and the brain,
and genetic contributions to
behavior—is an important
element in the AP course.
AP students in psychology should
be able to do the following:
• Identify basic processes and
systems in the biological bases of
behavior, including parts of the
neuron and the process of
transmission of a signal between
neurons.
• Discuss the influence of drugs
on neurotransmitters (e.g.,
reuptake mechanisms).
• Discuss the effect of the
endocrine system on behavior
• Describe the nervous system
and its subdivisions and
functions:
— central and peripheral
nervous systems;
— major brain regions, lobes,
and cortical areas;
— brain lateralization and
hemispheric specialization.
• Recount historic and
contemporary research
strategies and technologies that
support research (e.g., case
studies, split-brain research,
imaging techniques).
• Discuss psychology’s abiding
interest in how heredity,
environment, and evolution work
together to shape behavior.
• Predict how traits and behavior
can be selected for their adaptive
value.
Biological Bases of Behavior (8–
10%)
An effective introduction to the
relationship between
physiological processes and
behavior—including the
influence of neural function, the
nervous system and the brain,
and genetic contributions to
behavior—is an important
element in the AP course.
AP students in psychology should
be able to do the following:
• Identify basic processes and
systems in the biological bases of
behavior, including parts of the
neuron and the process of
transmission of a signal between
neurons.
• Discuss the influence of drugs
on neurotransmitters (e.g.,
reuptake mechanisms).
• Discuss the effect of the
endocrine system on behavior
• Describe the nervous system
and its subdivisions and
functions:
— central and peripheral
nervous systems;
— major brain regions, lobes,
and cortical areas;
— brain lateralization and
hemispheric specialization.
• Recount historic and
contemporary research
strategies and technologies that
support research (e.g., case
studies, split-brain research,
imaging techniques).
• Discuss psychology’s abiding
interest in how heredity,
environment, and evolution work
together to shape behavior.
• Predict how traits and behavior
can be selected for their adaptive
value.
• Identify key contributors (e.g.,
Paul Broca, Charles Darwin,
Michael Gazzaniga, Roger Sperry,
Carl Wernicke).
• Identify key contributors (e.g.,
Paul Broca, Charles Darwin,
Michael Gazzaniga, Roger Sperry,
Carl Wernicke).
• Identify key contributors (e.g.,
Paul Broca, Charles Darwin,
Michael Gazzaniga, Roger Sperry,
Carl Wernicke).
• Identify key contributors (e.g.,
Paul Broca, Charles Darwin,
Michael Gazzaniga, Roger Sperry,
Carl Wernicke).
Students can identify
and describe the
responsibilities of the
various areas of the
cerebral cortex.
Formative:
Exit Slip
Observation
Students can identify
and describe the
responsibilities of the
various areas of the
cerebral cortex.
Formative:
Exit Slip
Observation
Students can identify
and describe the
responsibilities of the
major structures of the
brain.
Formative:
Exit Slip
Observation
Students can identify
and describe the
responsibilities of the
major structures of the
brain.
Formative:
Exit Slip
Observation
Summative:
Unit Test
1. Direct
Instruction
2. Independent
Project
1. Notes on
Cerebral cortex
2. Cerebral cortex
hat
Summative:
Unit Test
1. Direct
Instruction
2. Independent
Project
1. Notes on
cerebral cortex
2. Cerebral cortex
hat
Summative:
Unit Test
1. Direct
Instruction
2. Independent
Project
1. Notes on brain
structure
2. Brain pick up
lines
Summative:
Unit Test
1. Direct
Instruction
2. Independent
Project
1. Notes on brain
structure
2. Present pick up
lines
Bell-ringer
Go over exit slip
Go over exit slip
Go over exit slip
Go over exit slip
Intended Homework
Begin working on drug
poster
Association areas
Frontal lobe
Parietal Lobe
Temporal Lobe
Occipital Lobe
Cerebral Cortex
Broca’s Area
Wernicke’s Area
Prefrontal Area
Begin working on drug
poster
Association areas
Frontal lobe
Parietal Lobe
Temporal Lobe
Occipital Lobe
Cerebral Cortex
Broca’s Area
Wernicke’s Area
Prefrontal Area
Begin working on drug
poster
Cerebellum
Medulla
Pons
Reticular Formation
Corpus Callosum
Amygdala
Thalamus
Hypothalamus
Hippocampus
Begin working on drug
poster
Cerebellum
Medulla
Pons
Reticular Formation
Corpus Callosum
Amygdala
Thalamus
Hypothalamus
Hippocampus
Objectives
Assessment
Instructional Strategy
Student Assignment
Critical Vocabulary
Standards
Objectives
Assessment
Bellringer
Instructional Strategy
Student Assignment
Tuesday, 10/13
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 describe
various roles and
statuses they play in
their lives.
Formative:
Discussion
Observation
Wednesday, 10/14
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 describe
various roles and
statuses they play in
their lives.
Formative:
Discussion
Observation
Thursday, 10/15
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 define
deviance and identify
examples of it.
Summative:
Unit Test
None
Cooperative Learning
Independent activity
1. Finish celebrity
poster
Summative:
Unit Test
None
Independent Activity
Summative:
Unit Test
None
Independent Activity
and video
1. Deviance questions
2. Seinfeld episode with
questions
1. Questions on roles
and statuses
Formative:
Discussion
Observation
Friday, 10/16
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 describe
various types of
societies around the
world.
Formative:
Discussion
Observation
Summative:
Unit Test
None
Cooperative Learning
1. Types of societies
poster
Critical Vocabulary
2. Personal roles
and statuses
sheet
Roles
Status
Master Status
Role Strain
Role expectations
Reciprocal roles
Roles
Status
Master Status
Role Strain
Role expectations
Reciprocal roles
Deviance
Agrarian society
Preindustrial
Industrial
Tuesday, 10/13
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
both highs and lows of
JFK’s presidency.
Wednesday, 10/14
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
various assassination
conspiracies.
Thursday, 10/15
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
various cultural changes
that occurred in the
1960s.
Friday, 10/16
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
various cultural changes
that occurred in the
1960s.
Intended Homework
Standards
Objectives
Assessment
Formative:
Discussion
Observation
Formative:
Discussion
Observation
Formative:
Discussion
Observation
Formative:
Discussion
Observation
Bellringer
Instructional Strategy
Student Assignment
Summative:
Unit Test
None
Cooperative Learning
JFK spectrum
Intended Homework
None
Summative:
Unit Test
None
Video
Questions on
assassination video
None
Summative:
Unit Test
None
Independent learning
Choice between 1960s
scrapbook or magazine
None
Summative:
Unit Test
None
Independent learning
Choice between 1960s
scrapbook or magazine
None