Shelby County Schools



Psychology Social Studies: Quarter 1 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesQ1, Unit 1Research Methods, Measurement, and Statistics2 weeksStudents 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.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.1, P.2, P.3, P.4, Week 2: P.5, P.6, P.7, P.8, P.9Q1, Unit 2Biological Basis of Behavior 2 weeksStudents 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.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.10, P.11, P.12, P.13Week 2: P.14, P.15, P.16Q1, Unit 3Sensation and Perception 2 weeksStudents will explain the processes of sensation and perception and describe the interaction between the person and the environment to determine perception.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.17, P.18, P.19Week 2: P.20, P.21Q1, Unit 4Life Span Development2.5 weeksStudents will examine and describe methods, issues, and theories in life span development, including prenatal development, infancy, childhood, adolescence, adulthood, and aging.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.28, P.29, P.30, P.31Week 2: P.32, P.33, P.34, P.35Week 3: P.36, P,37Psychology Social Studies: Quarter 1 Map Instructional FrameworkCourse Description Copy standards course description for each grade level.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit AssessmentsUnit assessments have been provided in Sharepoint and can be used in conjunction with the maps. These assessments are housed in the “9-12 Assessments” folder of the Middle School section. They are arranged by quarter and include at least two TN Ready style assessment questions per a standard. Teachers may choose to use these as common formative assessments or break them apart to pull questions for bell work, exit tickets, or mini-quizzes. Unit Overview: Quarter 1 Unit 1UnitLengthUnit FocusStandards and PracticesQ1, Unit 1Research Methods, Measurement, and Statistics2 weeksStudents 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.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.1, P.2, P.3, P.4, Week 2: P.5, P.6, P.7, P.8, P.9Psychology Social Studies: Quarter 1 Unit 1 VocabularyTier 2 Vocabularyhypothesis, variable, correlation, sample, case study, experimental group, replicatedTier 3 VocabularyNaturalistic Observation, Longitudinal Method, Placebo Effect, Cross-Sectional Method, Single-Blind Study, Double-Blind Study, Standard DeviationSample Lesson: Quarter 1 Unit 1SS TN Standard(s):P.01Student Outcomes: What will students know and be able to do as a result of this lesson?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.Key Academic Vocabulary:hypothesis, variable, correlation, sample, case study, experimental group, replicatedResources / Materials:Holt McDougal Psychology: Principles in Practice Chapter 1Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Case Study: Learning from a Flawed Experiment What do you think? 1-2Essential Question / Relevance: Develop student interest and connect learning to daily standards. What are the five basic steps in scientific research?High-Quality Text(s):Holt McDougal Psychology: Principles in Practice Chapter 1Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Interpreting Visuals: The Steps of Scientific ResearchAcademic VocabularyTwo Column NotesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Graphic OrganizerThink Pair ShareClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—I used to think…but now I think…Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 1: Week 1 Research Methods, Measurements and StatisticsEssential 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 OutcomesStudents 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.TextsText Book: Holt McDougal Psychology: Principles in Practice Chapter 2, pp.34-62Supplemental Texts:Case Study: Learning from a Flawed Experiment (Textbook pp.32-33)Article and Question Set: Environmental Psychology pp.50Article and Question Set: Psychological Methods (Principles in Practice Online Teacher Resources)Article: Psychology: Early History (Britannica Launch Packs)Suggested Classroom Strategies and ProtocolsQuick Lab, Graphic Organizers, Think/Pair/Share, Whip AroundSampleAssessmentNote: 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.StandardsP.01 Describe the scientific method and its role in psychology.P.02 Describe and compare a variety of quantitative and qualitative research methods, including:? Correlations? Experiments? Focus groups? Interviews? Narratives? SurveysP.03 Explain systematic procedures used to improve the validity of research findings, including external validity.P.04 Describe how and why psychologists use animal subjects in research, and identify ethical guidelines to followin performing this type of research.Unit 1: Week 2 Research Methods, Measurements and StatisticsEssential 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 OutcomesWhat is the experimental method? What is ethics? What is the Hypothetical Snack Bar?TextsText Book: Holt McDougal Psychology: Principles in Practice Chapter 2, pp.51-62Supplemental Texts:Interpreting Charts: Single-Blind and Double-Blind Experiments p.53Interpreting Graphs: Standard Deviation Bell Curve Graph p.54Experimental Psychologist/Applying APA Style p.62Ethical Principles of Psychologists and Code of Conduct (R22 Holt Textbook)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Experiments, Philosophical Chairs, Reflections, Collaborative GroupsSampleAssessmentNote: 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.StandardsP.05 Identify ethical standards psychologists must follow regarding research with human participants.P.06 Explain descriptive statistics and qualitative data and how they are used by psychological scientists.P.07 Define correlation coefficients, and explain their appropriate interpretation.P.08 Interpret graphical representations of data, as used in both quantitative and qualitative methods, and explainother statistical concepts, such as statistical significance and effect size.P.09 Explain how validity and reliability of observation and measurements relate to data analysis.Unit Overview: Quarter 1 Unit 2UnitLengthUnit FocusStandards and PracticesQ1, Unit 2Biological Basis of Behavior 2 weeksStudents 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.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.10, P.11, P.12, P.13Week 2: P.14, P.15, P.16Psychology Social Studies: Quarter 1 Unit 2 VocabularyTier 2 Vocabularyspinal cord, neurons, hormones, heredity, genes, identical twins, fraternal twins, chromosomesTier 3 Vocabularycentral 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 cortexSample Lesson: Quarter 1 Unit 2SS TN Standard(s):P.10, P.11Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how nerve cells communicate and operate.Key Academic Vocabulary:Nerve cells, nervous system, neuronsResources / Materials:Holt McDougalPsychology: Principles in PracticeWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Case Study: The Brain of Phineas GageEssential Question / Relevance: Develop student interest and connect learning to daily standards. How do nerve cells operate and communicate?High-Quality Text(s):Holt McDougalPsychology: Principles in PracticeText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Graphic Organizer: The Nervous SystemNeuron Video/HandoutText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Interpreting Visuals: Anatomy of Two NeuronsDraw, label, and add color to two neuronsShow and Tell: Explain how your neuron works/elbow partnerClosure: Individual students synthesize and/or summarize learning for the day.Summary: One paragraph detailing how the nervous system works.Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 2: Week 1 Biological Basis of BehaviorEssential 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 OutcomesStudents 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.TextsText Book: Holt McDougal Psychology: Principles in Practice Chapter 3, pp.64-93Supplemental Texts: The Brain of Phineas GageOur Aging Brains (APA)The Influence of the Nervous System on Human BehaviorSuggested Classroom Strategies and ProtocolsVocabulary Cards, Interpreting Visuals, Interpreting Charts, Graphic OrganizersSampleAssessmentNote: 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.StandardsP.10 Identify and describe the major structures of the brain.P.11 Identify and describe the methodology, including the tools, used to study the brain.P.12 Identify and discuss the functions of the central nervous system.P.13 Discuss issues related to scientific advances in neuroscience and genetics.Unit 2: Week 2 Biological Basis of BehaviorEssential 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 OutcomesStudents 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.TextsText Book: Holt McDougal Psychology: Principles in Practice Chapter 3, pp.64-93Supplemental Text: Left Brain vs. Right Brain: What Does This Mean for Me?Psychology and the BrainSpeak, Memory: Language and the BrainSuggested Classroom Strategies and ProtocolsCornell Notes, Vocabulary Cards, Interpreting Visuals, Interpreting Charts, Graphic OrganizersSampleAssessmentNote: 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.StandardsP.14 Identify and describe the structure and function of the endocrine system and its impact on human behavior,including hormonal effects on the immune system.P.15 Describe the interactive effects of heredity and environment.P.16 Describe and discuss the role of genetics in human behavior.Unit Overview: Quarter 1 Unit 3UnitLengthUnit FocusStandards and PracticesQ1, Unit 3Sensation and Perception 2 weeksStudents will explain the processes of sensation and perception and describe the interaction between the person and the environment to determine perception.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.17, P.18, P.19Week 2: P.20, P.21Psychology Social Studies: Quarter 1 Unit 3 VocabularyTier 2 Vocabularysensation, perception, pupil, lens, retina, illusions, blind spot, afterimageTier 3 Vocabularyphotoreceptors, stroboscopic motion, monocular cues, binocular cues, retinal disparity, olfactory nerve, vestibular sense, kinesthesis, cochlea, sensorineural deafnessSample Lesson: Quarter 1 Unit 3SS TN Standard(s):P.21Student Outcomes: What will students know and be able to do as a result of this lesson?Students explain processes and concepts that affect the stimulation of the senses.Key Academic Vocabulary:Sensation, perceptionResources / Materials:Holt McDougal Psychology Principles in PracticeWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Case Study: Out of Darkness and SilenceParagraph ReflectionEssential Question / Relevance: Develop student interest and connect learning to daily standards. What processes and concepts affect the stimulation of the senses?High-Quality Text(s):Holt McDougal Psychology Principles in PracticeText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Read Aloud: Stimulation of the Senses2 Column NotesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Quick Lab: Light-Dark AdaptationAnalysis: Discussion QuestionsClosure: Individual students synthesize and/or summarize learning for the day.Whip AroundWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 3: Week 1 Sensation and PerceptionEssential 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 OutcomesStudents 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.TextsText Book: Holt McDougal Psychology Principles in Practice Chapter 4, pp.100-125Supplemental Texts: The Origin of Form Perception (R11)Color vision problems become more common with age, study showsVision: The Visual System, the Eye, and Color VisionSuggested Classroom Strategies and ProtocolsQuick Lab, Reading Guide, Graphic Organizer, Label, DrawingSampleAssessmentNote: 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.How does our system of sensing smell differ from our sensory systems for vision, touch, and taste?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.StandardsP.17 Discuss the interaction between the processes of sensation and perception.P.18 Describe the auditory sensory and visual sensory systems.P.19 Describe other sensory systems (including olfaction and gustation), and identify skin senses, kinesthesis,and vestibular sense.Unit 3: Week 2 Sensation and PerceptionEssential 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 OutcomesStudents 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.TextsText Book: Holt McDougal Psychology Principles in Practice Chapter 4, pp.100-125Supplemental Texts: The Bionic EarDeafness, Language and Learning to ReadPsychology Effects of Hearing Loss in TeensSuggested Classroom Strategies and ProtocolsVocabulary Cards, Interpreting Visuals, Interpreting Charts, Graphic Organizers, Socratic Seminar, Team HuddleSampleAssessmentNote: 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.StandardsP.20 Explain Gestalt’s principles of perception.P.21 Explain how experiences and expectations influence perception.Unit Overview: Quarter 1 Unit 4UnitLengthUnit FocusStandards and PracticesQ1, Unit 4Life Span Development2.5 weeksStudents will examine and describe methods, issues, and theories in life span development, including prenatal development, infancy, childhood, adolescence, adulthood, and aging.TN Social Studies Practices: SSP.01-SSP.06Week 1: P.28, P.29, P.30, P.31Week 2: P.32, P.33, P.34, P.35Week 3: P.36, P,37Psychology Social Studies: Quarter 1 Unit 4 VocabularyTier 2 Vocabularyinfancy, childhood, reflex, attachment, maturation, self esteem, developmental psychology, primary sex characteristics, secondary sex characteristics, PubertyTier 3 Vocabularyimprinting, stanger anxiety, unconditional positive regard, conditional positive regard, separation anxiety, contact comfort, sensorimotor stage, object permanence, preoperational stage, concrete-operational stage, formal-operational stage, pre-conventional moral reasoning, conventional moral reasoning, post-conventional moral reasoningSample Lesson: Quarter 1 Unit 4SS TN Standard(s):P.28Student Outcomes: What will students know and be able to do as a result of this lesson?Students can understand how and why psychologists study behavior.Key Academic Vocabulary:Developmental psychology, conventional moral reasoning, post-conventional moral reasoningResources / Materials:Psychology Principles in PracticeWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Vocabulary/Graphic OrganizerEssential Question / Relevance: Develop student interest and connect learning to daily standards. Why and how do psychologists study behavior?High-Quality Text(s):Psychology Principles in PracticeText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Two Column NotesGuided ReadingText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Case Study: Bullying: A Schoolyard EpidemicThink Pair ShareClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking: I used to think…but now I thinkWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 4: Week 1 Lifespan DevelopmentEssential 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 OutcomesStudents 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.TextsText Book: Holt McDougal Psychology: Principles in Practice Chapter 3, pp.272-303Supplemental Texts: Harlow’s Study of Contact Comfort (R10)Case Study: Infancy and Childhood (Holt Teacher Resources)Psychology In Today’s World: Raising a Better Child p.283Suggested Classroom Strategies and ProtocolsTDQ, Case Study, Concept Mapping, Quick Lab, Writing FocusSampleAssessmentNote: 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 pare and contrast the influence parents and peers have on a child’s development. Provide one example for each.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.StandardsP.28 Explain the interaction between environmental and biological factors in lifespan development, including therole of the brain in all aspects of development.P.29 Distinguish methods used to study lifespan development.P.30 Identify cognitive, moral, and social development theories.P.31 Describe physical development from conception through birth, and identify influences on prenatal development.Unit 4: Week 2 Lifespan DevelopmentEssential Question(s)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 OutcomesStudents 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.TextsText Book: Holt McDougal Psychology: Principles in Practice Chapter 11, pp.304-329Supplemental Texts: Case Study: Teenage Employees Around the World p.304Current Research in Psychology: The Adolescent Brain p.310Cultural Diversity and Psychology: Rites of Passage p.319Readings and Case Studies: Adolescence (Holt Teacher Resources)That Teenage Feeling( APA)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, KWL Charts, Experiments, Philosophical Chairs, Reflections, Collaborative GroupsSampleAssessmentNote: 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.Children develop in stages. Development is continuous in children. Which one of these theories do you believe best describes development? Support your position.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.StandardsP.32 Describe the physical, motor, and perceptual development of infants.P.33 Describe the physical, motor, and cognitive development of children.P.34 Describe the physical, motor, cognitive, and moral changes that occur during adolescence.P.35 Describe the major physical, cognitive, and social changes that accompany adulthood and aging.Unit 4: Week 3 Lifespan DevelopmentEssential 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?Student OutcomesStudents 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.TextsText Book: Holt McDougal Psychology: Principles in Practice Chapter 12, pp.332-359Supplemental Texts: Case Study: The Sandwich Generation p.330Keeping Dementia at Bay (APA)Emerging adults: The in-between age (APA)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, KWL Charts, Experiments, Philosophical Chairs, Reflections, Collaborative GroupsSampleAssessmentNote: 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.StandardsP.36 Explain how nature and nurture influence human growth and development.P.37 Examine issues related to the end of life.This unit is designed as a half week to allow time for review and assessment. ................
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