grade 9-12 social studies: quarter 1 curriculum map scope and … q1 hs... · web...

Grade 9-12 Social Studies: Quarter 1 Curriculum Map Scope and SequenceUnit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

StandardsQ1, Unit 1Research Methods, Measurement, and Statistics

2 weeks Holt McDougalPsychology Principles in Practice

Students will describe research methods and measurements used to study behavior and mental processes and identify ethical issues in research with human and non-human animals. Students will also explain basic concepts of data analysis.

This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.

P.1, P.2, P.3, P.4, P.5, P.6, P.7, P.8, P.9

Q1, Unit 2Biological Bases of Behavior


Students will explore the structure and function of the nervous system in human and non-human animals and describe the interaction between biological factors and experience. Students will also describe and discuss methods and issues related to biological advances.


P.10, P.11, P.12, P.13, P.14, P.15, P.16, P.17, P.18, P.19, P.20, P.21, P.22

Q1, Unit 3Sensation and Perception


Students will explain the processes of sensation and perception and describe the interaction between the person and the environment to determine perception.


P.23, P.24, P.25, P.26, P.27, P.28, P.29, P.20, P. 31, P.32

Q1, Unit 4Life Span Development


Students will examine and describe methods, issues, and theories in life span development, including prenatal development, infancy, childhood, adolescence, adulthood, and aging.


P.33, P.34, P.35, P.36, P.37, P.38, P.39, P.40, P.41, P.42, P.43, P.44, P.45, P.46, P.47, P.48, P.49, P.5

Subject: Quarter 1 Map Instructional Framework

Planning With the Map

The curriculum map outlines the content and pacing for each grade and subject. For grades 6-8, Social Studies teachers must carefully balance attention between frequently detailed content standards while supporting inquiry, collaboration and high-impact writing.

To support this work, each unit contains a daily lesson framework and a sample daily lesson as guidance. However, please bear in mind that the map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. While the curriculum map allows for flexibility and encourages each teacher and teacher team to make thoughtful adjustments, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigorous content and effective teaching practices.

Weekly GuidanceTo help promote “backward design” in planning, each map begins with recommended essential texts for each week, along with some critical text dependent questions and a set of weekly assessments in the form of standards-aligned writing prompts.

In order to assist students with the organization of content, and to aid teachers in assessing this writing, these prompts often include explicit organizational language or recommendations for constructing paragraphs. In each case, care has been taken to ensure that students must produce the appropriate social studies content, while still producing grade appropriate written work.

Because of this, these writing prompts will be content oriented, frequently relying on student knowledge for evidence and examples instead of discrete texts. However, practice with text dependent questions and text analysis should be part the daily routine of every class period. Moreover, while teachers are encouraged to supplement these writing tasks with level appropriate multiple choice and short answer assessments as necessary to demonstrate content knowledge as well, writing should be the largest part of any social studies assessment.

Vocabulary InstructionStrategies for building vocabulary may be found in Social Studies Appendix A. The tools in Appendix A are cross-disciplinary protocols directly from the new Expeditionary Learning curriculum. Students and teachers both will be able to use these increasingly familiar strategies as a common instructional language for approaching new and difficult academic and content area vocabulary. Teachers are encouraged to become familiar with all of these strategies to understand which ones best meet their instructional needs:

Contextual Redefinition….Appendix A p.58Frayer Model……………..Appendix A p.59List/Group/Label……...….Appendix A p.60 Semantic Webbing…..…..Appendix A p.61SVES (Elaboration)……...Appendix A p.62Vocabulary Squares….….Appendix A p.63Word Sorts…………….….Appendix A p.58

Daily Strategies The daily strategies provided in this map are taken from SCS Social Studies Curriculum Appendix B, the Facing History and Ourselves teaching strategy guide. These are high-yield classroom strategies to foster collaboration, careful reading and robust writing. Anchor topics are provided below as a starting point for the protocol, but the strategies can be used with any of the texts provided in the Anchor Text or supplemental texts. Teachers are encouraged to learn these protocols and use them with flexibility to plan strong, adaptable lessons. Separate protocols are called out specifically for use in analyzing texts through the course of the class. These include the following:

3,2,1 .................................................................... p. 4 Chunking.............................................................. p. 47 Document Analysis Templates ............................ p. 61 Evaluating Arguments in a Resource Book ........ p. 63 Evidence Logs ..................................................... p. 66 Read Aloud .......................................................... p. 130 Reader’s Theater ................................................. p. 132 Save the Last Word for Me .................................. p. 136 Text to Text, Text to Self, Text to World ...............p. 148 Two Column Note Taking .....................................p. 157 Word Wall .............................................................p. 165

Grades 9-12 Psychology: Quarter 1, Unit 1Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

StandardsQ1, Unit 1Research Methods, Measurement, and Statistics


Students will describe research methods and measurements used to study behavior and mental processes and identify ethical issues in research with human and non-human animals. Students will also explain basic concepts of data analysis.


P.1, P.2, P.3, P.4, P.5, P.6, P.7, P.8, P.9

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Psychology Principles in PracticeStandards P.1 P.2,3,8 P2,7,8,9 P2,7,8,9 P4,5Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Case Study: Learning from a Flawed Experiment What do you think? 1-2

Psychology Close Up p.38/Written Reflection

Diversity in Researchp.43/Analyze

Academic Vocabulary/Cornell Notes

KWL/Graphic Organizer

HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.

Modeling the Standard Daily Agenda

Essential Question: What are the five basic steps in scientific research?

EQ: What are the various types of psychological research?

EQ: What are some of the methods of observation in psychological research?

EQ: What are some of the methods of observation in psychological research?

EQ: What is the experimental method?

InquiryTeacher guided inquiry into content-rich texts, images or other content.

Interpreting Visuals: The Steps of Scientific Research

Academic Vocabulary Two Column Notes

Interpreting Graphs: Statistically Speaking

Cornell NotesTDQ’s 9-10 from U1, Week 1

Cornell NotesTDQ’s 11-12 from U1, Week 1

Connecting: The Hawthorn Plant Study/Graphic Organizer

ApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.

Graphic Organizer Think, Pair, Share

Quick Lab: The Survey Method

Small GroupThe Baby Box Whip Around

Partners/analyze and explain the various aspects of correlation

Interpreting Charts/PartnersSingle Blind/Double Blind Experiments

ClosureIndividual students synthesize and/or summarize learning for the day.

Harvard Visible Thinking Routine: I used to think…, but now I think…

Exit Ticket:3,2,1

Cornell Notes Summary

Save the last word for me

Fishbowl

Grades 9-12 Psychology: Quarter 1, Unit 1 - Week 1Research Methods, Measurement, and Statistics: Week 1Essential Question(s) What are the five basic steps in scientific research? What are the various types of psychological research? What are some of the methods of

observation in psychological research? What is the experimental method?Student Outcomes Students can describe the steps of scientific research and discuss the various tools used to conduct research. Students can also explain basic

concepts of data analysis.Texts Text Book: Holt McDougal Psychology: Principles in Practice Chapter 2, pp.34-62

Required Texts:Case Study: Learning from a Flawed Experiment (Textbook pp.32-33)Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Article and Question Set: Environmental Psychology pp.50 Article and Question Set: Psychological Methods (Principles in Practice Online Teacher Resources) Article: Psychology: Early History (Britannica Launch Packs)

Text Specific and Text What are the five basic steps in scientific research?

Dependent Questions According to social learning theorists, how do people learn?Where does a hypothesis occur in the steps of research?Why must a study be replicated?What do psychologists do once they have analyzed their research observations?What two distinct paths can flow from the conclusion of scientific research?How do psychologists conduct surveys?What are some limitations on generalizing results?What are some of the drawbacks to the case study method?Using the graphic organizer on p.46, what are the advantages and disadvantages of the testing method?According to p.49, what are some of the limits of correlation?What is the difference between the naturalistic observation method and the laboratory-observation method?

Suggested Classroom Strategies

Quick Lab, Graphic Organizers, Think/Pair/Share, Whip Around

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.

Using your textbook and supplementary readings to cite evidence, in two to three paragraphs explain what correlation is in psychological research. How do psychologists use it?As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards P.1, P.2, P.3, P.4, P.5, P.6, P.7, P.8, P.9

Grades 9-12 Psychology: Quarter 1, Unit 1 - Week 2Research Methods, Measurement, and Statistics: Week 2Essential Questions) What is the experimental method? What is ethics? What is the Hypothetical Snack Bar?Student Outcomes Students can identify ethical standards regarding research using humans and animals. Students can conduct various forms of psychological

research following the scientific method.Texts Text Book: Holt McDougal Psychology: Principles in Practice Chapter 2, pp.51-62

Required Texts:Interpreting Charts: Single-Blind and Double-Blind Experiments p.53Interpreting Graphs: Standard Deviation Bell Curve Graph p.54Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Experimental Psychologist/Applying APA Style p.62 Ethical Principles of Psychologists and Code of Conduct (R22 Holt Textbook)

Text Specific and Text Dependent Questions

What is ethics?According to paragraph 1 on p.55, why do psychologists follow ethical standards?The APA has a detailed statement of principles that is divided into how many major categories?What is the purpose of informed consent?Why is confidentiality so important in psychology?Why are rules needed for the treatment of animals in experiments?


Cornell Notes, Graphic Organizers, Experiments, Philosophical Chairs, Reflections, Collaborative Groups

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.In two to three paragraphs present a clear argument explaining why research involving animals should either be abandoned or expanded. Be sure to use evidence from the supplementary articles and your textbook.As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards P.1, P.2, P.3, P.4, P.5, P.6, P.7, P.8, P.9

Psychology: Quarter 1 Unit 1 Vocabulary

Tier 2 Vocabulary - hypothesis, variable, correlation, sample, case study, experimental group, replicated

Tier 3 Vocabulary - Naturalistic Observation, Longitudinal Method, Placebo Effect, Cross-Sectional Method, Single-Blind Study, Double-Blind Study, Standard Deviation


StandardsQ1, Unit 2Biological Bases of Behavior

2 Weeks Holt McDougalPsychology: Principles in Practice

Students will explore the structure and function of the nervous system in human and non-human animals and describe the interaction between biological factors and experience. Students will also describe and discuss methods and issues related to biological advances.


P.10, P.11, P.12, P.13, P.14, P.15, P.16, P.17, P.18, P.19, P.20, P.21, P.22

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Holt McDougal

Psychology: Principles in PracticeStandards P.10,11 P.10, 11 P.10, 11, 12, 14, P.12, 13, P.12, 13Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Case Study: The Brain of Phineas Gage Review: Graphic Organizer/Divisions of the Nervous System

1 Paragraph Response: What are the functions of the central nervous system?

Psychology Up Close: Right Brain, Wrong Face p.72 /Reflection

Complete Brain Label Handout

Hook Modeling the Standard EQ: What does the EQ: How is the EQ: What are the EQ: What are

Develop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.

Daily AgendaEssential Question: How do nerve cells operate and communicate?

central nervous system control?

peripheral nervous system structured?

parts of the brain and how do they function?

the parts of the brain and how do they function?

InquiryTeacher guided inquiry into content-rich texts, images or other content including.

Graphic Organizer: The Nervous System

Neuron Video/Handout

Interpreting Visuals: The Central Nervous System p.69Cornell Notes

Guided Reading Activity/Handout from textbook resources

Interpreting Visuals p.74

Sensory and Motor Areas of the Brain


Interpreting Visuals: Anatomy of Two Neurons

Draw, label, and add color to two neurons

Show and Tell: Explain how your neuron works/elbow partner

Vocabulary Cards with visualsQuick Lab: Reaction Time p.70

Case Study: Biology and Behavior - My Father Forgets AnnotationRespond to questions

Vocabulary cards/new terms p.72

Brain Labels -Mid/Hind

Brain Labels/Sensory/Motor

Quiz - Handout


Summary: One paragraph detailing how the nervous system works.


Respond to TDQs 5 -7 from Unit 2, Week 1

Postcard (summarize lesson)

Exit Ticket -Completed Quiz

Grades 9-12 Psychology: Quarter 1, Unit 2 - Week 1Biological Basis of Behavior: Week 1Essential Question(s) How do nerve cells operate and communicate? How does information move from one neuron to another? What does the central nervous system

control? How is the peripheral nervous system structured? What are the parts of the brain and how do they function? What are the main functions of each part of the cerebral cortex?

Student Outcomes Students will understand what neurons are and how they workStudents can explain how neurotransmitters work as chemical messengers.Students describe the central nervous system controls.Students can describe how the peripheral nervous system is structured.

Texts Text Book: Holt McDougal Psychology: Principles in Practice Chapter 3, pp.64-93Required Text: The Brain of Phineas GageRecommended Protocol(s): Image Analysis, Psychology VideosSupplemental Texts:

Our Aging Brains (APA) The Influence of the Nervous System on Human Behavior


What are neurons?According to p.67, the brain reorganizes itself through what process?In order for a message to be sent from one neuron to another, what must it cross?How does each of the main parts of a neuron function?Where does the somatic nervous system transmit sensory messages to?What are the two divisions of the autonomic nervous system?What are the systems that make up the peripheral nervous system?


Vocabulary Cards, Interpreting Visuals, Interpreting Charts, Graphic Organizers

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and

weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.

Describe the nature and functions of the endocrine system and its interaction with the nervous system.As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards P.10, P.11, P.12, P.13, P.14, P.15, P.16, P.17, P.18, P.19, P.20, P.21, P.22

Grades 9-12 Psychology: Quarter 1, Unit 2 - Week 2Biological Basis of Behavior: Week 2Essential Question(s) What are the main functions of each part of the cerebral cortex? What are the functions of the left and right hemispheres? How do researchers

study the brain? What are 3 major glands of the endocrine system. How do they affect the body? What are the main points of the nature-nurture issue?

Student Outcomes Students can describe the parts of the brain and how they function.Students can describe the major glands of the endocrine system and how they affect the body.Students can explain the functions of the testes and ovaries.Students can explain the roles of genes and chromosomes in heredity.Students can explain the main points of the nature-nurture issue.

Texts Text Book: Holt McDougal Psychology: Principles in Practice Chapter 3, pp.64-93Required Text: Left Brain vs. Right Brain: What Does This Mean for Me?Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Psychology and the Brain Speak, Memory: Language and the Brain


How have ideas about the human brain changed over time?According to p.73, the brain is divided into what three sections?In the section entitled, The Cerebral Cortex, what are the two sides of the brain called?Why do scientists say that the cerebral cortex is the part of the brain that makes us unique as humans?How are left-brained and right-brained people thought to be different?What reproductive organs are displayed in the visual on p.81? What are their functions?What is the nature-nurture issue?According to Section 4, why are studies of twins useful to psychologists?


Cornell Notes, Vocabulary Cards, Interpreting Visuals, Interpreting Charts, Graphic Organizers

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Give an example of both a left hemisphere and a right hemisphere function. Then explain how the two hemispheres communicate with one another.

As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards P.15, P.16, P.17, P.18, P.19, P.20, P.21

Psychology: Quarter 1, Unit 2 VocabularyTier 2 Vocabulary - spinal cord, neurons, hormones, heredity, genes, identical twins, fraternal twins, chromosomes

Tier 3 Vocabulary - central nervous system (CNS), peripheral nervous system (PNS),somatic nervous system (SNS), automatic nervous system (ANS), synapse, forebrain, hindbrain, midbrain, electroencephalograph (EEG), brain imaging, endocrine system, cerebrum, cerebral cortex


StandardsQ1, Unit 3Sensation and Perception


Students will explain the processes of sensation and perception and describe the interaction between the person and the environment to determine perception.


P.23, P.24, P.25, P.26, P.27, P.28, P.29, P.20, P. 31, P.32

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Holt McDougal Psychology Principles in PracticeStandards P.23 P.24 P.23, P.24, P.25 P.26 P.26 P.26Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Case Study: Out of Darkness and SilenceParagraph Reflection

Analyze/Graphic Organizer p.99#7

Animal Senses p.100Summarize

Vocabulary Cards

Hearing in Color p.106Written Reflection


Modeling the Standard Daily Agenda Essential Question: What processes

and concepts affect the stimulation of the senses?

EQ: What is Sensory adaptation?

EQ: How does light work?

EQ: How can color vision and color blindness be explained?

EQ: How do we hear sound?


Read Aloud: Stimulation of the Senses 2 Column Notes

Power PointCornell Notes

TransparenciesThe Human EyeGraphic Organizer

TransparenciesThe Color Wheel

Popcorn ReadCornell Notes

ApplicationTeacher facilitated small group or partner strategies to deepen student understanding and

Quick Lab: Light-Dark AdaptationAnalysis: Discussion Questions

Reading GuideUnit 3, Section 1

Draw and label the human eye.Partners:

Quick Lab -AfterimagesAnalysis -

Partners - Graphic Organizer

foster robust, collaborative discussion. Explain your diagram

Discussion Questions

Aspects of Hearing


Whip Around Cornell Notes Summary Short Quiz Journal Entry

Exit Ticket -3,2,1

Grades 9-12 Psychology: Quarter 1, Unit 3 - Week 1Sensation and Perception: Week 1Essential Question(s) What processes and concepts affect the stimulation of the senses? What is sensory adaptation? How does light work? How can color vision and

color blindness be explained? How do we hear sound?Student Outcomes Students can discuss what processes and concepts affect the stimulation of the senses.

Students can describe how the process of sensory adaptation works.Students can explain what signal-detection theory is.

Texts Text Book: Holt McDougal Psychology Principles in Practice Chapter 4, pp.100-125Required Texts: The Origin of Form Perception (R11)Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Color vision problems become more common with age, study shows Vision: The Visual System, the Eye, and Color Vision


How is absolute threshold defined?What is sensation and perception?What is the relationship between absolute threshold and the difference threshold?What factors can affect the signals we perceive?What is light?In what way is the eye like a camera?What different types of vision do rods and cones provide?How do we hear sound?According to the text, what two characteristics does every sound have?


Quick Lab, Reading Guide, Graphic Organizer, Label, Drawing


How does our system of sensing smell differ from our sensory systems for vision, touch, and taste?


Standards P.23, P.24, P.25, P.26,

Grades 9-12 Psychology: Quarter 1, Unit 3 - Week 2Sensation and Perception: Week 2Essential Question(s) What causes deafness? What are some of the differences between conductive and sensorineural deafness? How do people sense smell and

taste?What are body senses? What are the main rules of perceptual organization?

Student Outcomes Students can identify what the main parts of the ear are, and how they work.Students can discuss what some causes of deafness are.Students can discuss how people sense and taste.Students can explain what skin senses are.Students can explain what body senses allow us to stand upright and coordinate our movements.Students can discuss the main rules of perceptual organization.Students can explain what cues we use for depth perception.

Texts Text Book: Holt McDougal Psychology Principles in Practice Chapter 4, pp.100-125Required Texts: The Bionic EarRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Deafness, Language and Learning to Read Psychology Effects of Hearing Loss in Teens


How does the cochlea carry sound to the brain? What is the function of the eardrum?According to the text, Evelyn Glennie became the first deaf person to do what?According to Section 3, when is a cochlear implant an ineffective treatment for a deaf person?How does a cochlear implant differ from a hearing aid?According to paragraph 6 on p.113, What does the Gates theory suggest?What principle did psychologists apply when they developed the rules of perceptual organization?According to paragraph 2 on p.116, the rules of perceptual organization include what?How does the law of continuity affect stroboscopic motion?Using the information from Section 5 on perception, what is depth perception?


Vocabulary Cards, Interpreting Visuals, Interpreting Charts, Graphic Organizers, Socratic Seminar, Team Huddle

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Do you consider deafness a disability or a difference? Explain your ideas and support your answer with evidence from the text.As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards P.26, P.27, P.28, P.29, P.30, P.31, P.32

Psychology: Quarter 1, Unit 3 VocabularyTier 2 Vocabulary - sensation, perception, pupil, lens, retina, illusions, blind spot, afterimageTier 3 Vocabulary - photoreceptors, stroboscopic motion, monocular cues, binocular cues, retinal disparity, olfactory nerve, vestibular sense, kinesthesis, cochlea, sensorineural deafness


StandardsQ1, Unit 4Life Span Development


Students will examine and describe methods, issues, and theories in life span development, including prenatal development, infancy, childhood, adolescence, adulthood, and aging.


P.33, P.34, P.35, P.36, P.37, P.38, P.39, P.40, P.41, P.42, P.43, P.44, P.45, P.46, P.47, P.48, P.49, P.50

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Psychology Principles in PracticeStandards P,33, P.34, P.35, P.36, P.39, P.40, P.41, P.42,

P.44P.42, P.43 P.42, P.43 P.43

Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Vocabulary/Graphic Organizer Thinking Critically p.277, #5

Compare and Contrast p.282, #7Graphic Organizer

Reflection: Parenting Styles (home)

Journal Entry: What parenting style will you adopt?


Modeling the Standard Daily Agenda

Essential Question: Why and how do psychologists study behavior?

EQ: How is physical growth important from conception through childhood?

EQ: Why is attachment vital to human relationships?

EQ: How do parenting styles differ?

EQ: What are some issues associated with child abuse and neglect?


Two Column Notes Guided Reading

Two Column NotesInterpreting Visuals p.280Video: Infant Intelligence

Read AloudCornell NotesInterpreting Visuals p.287Video: Contact Comfort

Read AloudInterpreting Charts p.288

Two Column NotesInterpreting Graphs p.290


Case Study: Bullying: A Schoolyard Epidemic

Think, Pair, Share

TDQ’s 3-5 from Unit 4, Week 1

Concept MappingVocabulary Squares

Quick Lab: Identifying Parenting Styles p.289

Focus on Writing p.292


Harvard Visible Thinking Routine: I used to think…, but now I think…

Exit Ticket:3,2,1


Save the Last Word For Me

Fishbowl

Grades 9-12 Psychology: Quarter 1, Unit 4 - Week 1Lifespan Development: Week 1Essential Question(s) Why and how do psychologists study behavior? How is physical growth important from conception through childhood? Why is attachment vital to

human relationships? What are some issues associated with child abuse and neglect?Student Outcomes Students can explain why and how psychologists study development.

Students can discuss how both heredity and environment contribute to the development process.Students can explain how one would describe development as a process of stages versus continuity.

Texts Text Book: Holt McDougal Psychology: Principles in Practice Chapter 3, pp.272-303Required Texts: Harlow’s Study of Contact Comfort (R10)Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Case Study: Infancy and Childhood (Holt Teacher Resources) Psychology In Today’s World: Raising a Better Child p.283


According to paragraph 1 in the Heredity and Environment section, what two general issues are developmental psychologists concerned with?Which mode of development (stages or continuity) is more aligned with heredity? Which is more aligned with the environment?How do newborns respond to their environment? Provide two examples from the text.What are the two types of motor development?What elements make up perceptual development?When and how does a person’s self-esteem develop?What is the link between autism and a lack of attachment between infant and parent?


TDQ, Case Study, Concept Mapping, Quick Lab, Writing Focus


Compare and contrast the influence parents and peers have on a child’s development. Provide one example for each.


Standards P.33, P.34, P.35, P.36, P.37, P.38, P.39, P.40, P.41, P.42, P.43

Grades 9-12 Psychology: Quarter 1, Unit 4 - Week 2

Grades 9-12 Psychology: Quarter 1, Unit 4 - Week 3Lifespan Development: Week 3Essential Question(s) What are some of the characteristics and goals of young adulthood? What is generativity? What physical changes are a part of late adulthood?

What are the stages of dying?

Lifespan Development: Week 2Essential Questions) What are the stages of Piaget’s theory of cognitive development? What are Kohlberg’s stages of moral development? What is adolescence?

How do psychologists view identity development? Why is adolescence a difficult time?Student Outcomes Students can identify the two factors that make adolescence a time of stress and storm.

Students can discuss the main reason that relationships with parents change during adolescence.Students can explain why relationships with peers are so important to adolescents.Students can discuss how psychologists view identity development.Students can discuss what identity status is.Students can explain what roles gender and ethnicity play in identity formation.

Texts Text Book: Holt McDougal Psychology: Principles in Practice Chapter 11, pp.304-329Required Text: Case Study: Teenage Employees Around the World p.304Current Research in Psychology: The Adolescent Brain p.310Cultural Diversity and Psychology: Rites of Passage p.319Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Readings and Case Studies: Adolescence (Holt Teacher Resources) That Teenage Feeling( APA)


According to the chart on p.295, what are the characteristics of the concrete operational stage?How does moral reasoning change throughout Kohlberg’s stages?Contrast Piaget’s ideas of assimilation and accommodation. What makes them different?What are the primary sex characteristics?Why do adolescents often spend less time with their families?


Cornell Notes, Graphic Organizers, KWL Charts, Experiments, Philosophical Chairs, Reflections, Collaborative Groups


Children develop in stages. Development is continuous in children. Which one of these theories do you believe best describes development?Support your position.


Standards P.45, P.46, P47

Student Outcomes Students can discuss some of the characteristic and goals of young adulthood.Students can explain why many adults experience a midlife transition.Students can describe the physical and cognitive changes that occur in late adulthood.Students can discuss what the stages of dying are.Students can explain how people can help a loved one die with dignity.

Texts Text Book: Holt McDougal Psychology: Principles in Practice Chapter 12, pp.332-359Required Text: Case Study: The Sandwich Generation p.330Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Keeping Dementia at Bay (APA) Emerging adults: The in-between age (APA)


Why do many men and women reassess their lives in their 30’s?How does marriage today compare with marriage in the past?Why do people divorce?How can adults maintain generativity?How can older adults age successfully?According to paragraph 4, p.334, what can older adults do to maintain health and strength?


Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic Seminar

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.There are several biological, psychological, and social-cultural factors that affect the way we age. Explain one example for each of the three that contributes to successful aging.As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards P.48, P.49, P.50

Grades 9-12 Psychology: Quarter 1, Unit 4 VocabularyTier 2 Vocabulary - infancy, childhood, reflex, attachment, maturation, self esteem, developmental psychology, primary sex characteristics, secondary sex characteristics, Puberty

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