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Constructivism Inspired Lesson Plan
Lesson Title: Progressive Era
Grade: 10th,11th, 12th Self-Paced (Times for each step are dependant on learner).
Self-paced learning put the responsibility of learning in the hands of the learner. (Shaik and
Khoja, 2012).
Subject: US History
Materials:
1. A+ Instructional Software, (lesson can be completed with access to the internet if the
internet goes down).
2. Internet
3. Attached teacher created study guides.
4. Web resources
a. http://en.wikipedia.org/wiki/Progressive_Era
b. http://www.gilderlehrman.org/history-by-era/progressive-era-new-era-1900-1929
c. http://www.digitalhistory.uh.edu/era.cfm?eraID=11&smtID=1
A variety of reference materials are provided in order to provide flexibility and acknowledge
student autonomy (Shaik and Khoja, 2012).
Objectives: Will analyze terms associated with the Progressive Era. Students will apply their
knowledge of the Progressive Era in synthesizes of an essay in response to a question about the
Progressive Era.
Objectives seek to promote higher-order thinking.
Engagement: Students are assigned a portfolio of work based on state graduation plans.
Students will be self-directed in their learning. They will not be required to finish or start at a
specific time. Engagement or motivation is completely intrinsic.
Engagement appeals to individual intrinsic motivation.
Before Learning:
1. Students will be prompted (by A+) to begin the Progressive Era Unit.
2. Teacher will provide students with the study guide and discuss how to approach the
lesson.
3. Students will be familiar with A+ Instructional Software notes.
4. Students will review resources to answer the attached teacher created study guides.
Learning is student centered.
During Learning:
1. Students will use A+ instructional software and web resources to answer questions about
the Progressive Era.
2. Teacher will walk around (or be available for) individual learning consultations and
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guidance. When students struggle with concepts, students will request assistance and
teacher will ask questions that help students find their own answers.
After Learning:
1. Students will individually submit study guides to teacher. Teacher will conference with
students about answers and discuss what they have learned. Students will reflect on what
they learned.
2. Students will be provided with feedback – students may be asked to further explain their
work and make connections to previous eras, current events, and their lives (this will be a
conversation not a test or interrogation).
I.
Students will be asked several higher-order thinking questions based on the
readings and questions. This will create dialogue about the progressive era.
a. Evaluate the impact of the progressive movement the food industry. Describe how
one element of your life may be different had the progressive movement not occurred.
b. Select one reform and provide recent evidence of that reform.
c. Recommend a reform that would improve your life or lives of people you know.
II.
After productive summative discussions, students will create a synthesis essay
using terminology from the guided questions.
a. Students will be provided an essay prompt and rubric.
b. Students will synthesis an essay about what they have learned through their
independent explorations.
c. Students will be given feedback about their first draft that they will
incorporate into their final draft.
When students are asked to make connections to learning and their lives (prompts I.a. ad I.c.)
they are engaging in “authentic learning” by means of constructing relevance (Brown, Collins &
Duguid, 1989).
In this instance the student is actually collaborating with the teacher; together they are
collaborating to reach learning goals. This is somewhat difficult to conceptualize through the
framework of a traditional classroom, but the team does have the have a common goal:
completion of the unit.
Timing: 3 to 4 hours depending on the needs of the student.
Timing is respectful of individuality and diverse student needs.
Additional Discussion:
In traditional, classrooms teachers are the centers of the classroom: Teachers provide
information through various mediums of presentation. Classroom learning is dependent on the
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teacher. Although this delivery style of instruction has transformed overtime and is less obvious
when masked with the gimmicks of modern teaching strategies, it still stands that students are
provided with very little opportunity to collect and synthesis data on their own.
Learning as result of this lesson occurs using a framework of constructivist concepts.
Students are self-directed. Engagement happens at the will of the learner. Learners ask questions
according to their own needs. The learning environment is structured in a way that creates
opportunities for learners to develop thinking skills and self-efficacy. This development is
furthered by the teacher’s imposition of higher-order thinking questions. Much of the learning
occurs through casual conversation (a nod to group work) in the form teacher-student interaction
and formal and informal feedback (Yilmaz, 2008).
References:
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition And The Culture Of Learning.
Educational Researcher, 18(1), 32.
Shaikh, Z., & Khoja, S. (2012). Role of Teacher in Personal Learning Environments. Digital
Education Review, (21), 23-32.
Yilmaz, K. (2008). Constructivism: Its Theoretical Underpinnings, Variations, and Implications
for Classroom Instruction. Educational Horizons, 86(3), 161-172.
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Progressive Era
1900-1929
Resources suggestions for your investigation include:
A+ Notes
a. http://en.wikipedia.org/wiki/Progressive_Era
b. http://www.gilderlehrman.org/history-by-era/progressive-era-new-era-19001929
c. http://www.digitalhistory.uh.edu/era.cfm?eraID=11&smtID=1
Progressive Era Overview
Answer the questions below completely and thoughtfully. If you want to
quote resources directly, make sure you put it in quotation marks and write
which page of the lesson it came from. Otherwise, you are plagiarizing (copying
without giving credit to the source). Most or all of every answer should be in
your own words.
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Trust-combination of corporations with the purpose of reducing competition
and controlling prices
Monopoly- a situation in which one company controls an industry or is the
only provider of a product or service
Progressive- wanted government to improve the common man's situation, curb
monopolies, and trusts
1. What happen to President William McKinley?
2. When did Theodore Roosevelt become president?
3. Describe President Roosevelt as a young man (before he was president).
4. Describe President Roosevelt as a young man (before he was president).
5. What was the Square Deal?
6. The film mentions that during Roosevelt’s presidency, 80% of business
was owned by trusts. Trusts were painted in a negative light. Why did
Roosevelt not like the business groups labeled as “trusts?”
7. Describe President Roosevelt as a young man (before he was president).
8. 1904, what happened to the Northern Securities Railroad trust?
9. List some of the big businesses (trusts and monopolies) that Roosevelt
sued because he thought they were using unfair business practices.
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10.
In 1904, Theodore Roosevelt was reelected. The people appreciated
him as the “Trust Buster.” Name a few of his supporters (people who
helped him in his fight against big businesses).
11.
In 1906, the Hepburn act was passed. Describe what this act did.
What business did it regulate and how?
12.
Upton Sinclair’s book “The Jungle,” described the horrific
conditions in meat packing factory. Describe something unpleasant that
use to happen in meat factories.
13.
In 1906, the Meat Inspection Act was passed. Explain how this law
regulated the meat packing Industry.
14.
What did the pure food and drug act do?
15.
Describe some measures that President Theodore Roosevelt took to
protect the environment.
16.
In 1908, who replaced Theodore Roosevelt as president?
17.
In 1912, who became president?
18.
Define the 16th Amendment. What did it do?
19.
What was the Payne-Aldrich act?
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20.
Who was the leader of the progressive party the Bull Moose Party?
21.
What was the “New Freedom?”
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The Progressice Movement  OPEN A+ Notes
Answer the questions below completely and thoughtfully. If you want to
quote resources directly, make sure you put it in quotation marks and write
which page of the lesson it came from. Otherwise, you are plagiarizing (copying
without giving credit to the source). Most or all of every answer should be in
your own words.
1. What is the Progressive Era? p. 4.
2.
Describe two types of reforms associated with the Progressive Era.
(pp. 5-12)
Trust-combination of corporations with the purpose of reducing competition
and controlling prices
Monopoly- a situation in which one company controls an industry or is the
only provider of a product or service
3.
List a few of the trusts that existed in the Progressive Era. p. 10
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4. List the law that Roosevelt used to fight big businesses. Explain.
p.11
5.
Describe some differences between President McKinley and a president
Roosevelt p. 13
6. On page 14, the word “abuse” is applied to big businesses.
Roosevelt thought some big businesses were abusive. Describe how
you think a business may be abusive. Think of McDonalds or
another company.
A trust is a type of big business. What did President Roosevelt want to
do with trusts? (pg.14)
7. Would you have wanted to be a coal miner in 1901? Why or why
not? Be specific. p.16
8. What were three benefits that the United Mine Workers wanted
when they went on strike in 1902? p.18
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The Northern Securities Company was able to gain control of the
majority of stocks of all the railroads. This forced the people of the
Northwest to pay whatever rates the railroad wanted to charge. The
actions of the Northern Securities Company gave Roosevelt the
opportunity to use the Sherman Antitrust Act.
9.
After the Northwest Company was ordered to dissolve in 1909,
which three big businesses (trusts) did Roosevelt decide to go
after/regulate? p. 23
10. According to Roosevelt describe a good trust. Describe a bad trusts.
p. 24
11.
When Roosevelt created the Interstate Commerce Commission
ICC, which big business was he trying to reform or regulate. p.26
12.
What did the Hepburn Act of 1906 do? p. 27
Which businesses did it reform?
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13.
What did the Pure Food and Drug Act of 1906 do? P. 28
14.
What did the Meat Inspection Act of 1906 do? p.30 and Jungle
Excerpt
15.
Are you grateful for the Meat Inspection Act (1906)? Why or
why not?
Corruption- dishonest exploitation of power for personal gain
16.
What is a muckraker? p.32
17.
What was the goal of muckrakers? (pg.32)
18.
List two muckrakers and describe what corruption they wrote
about. 33-3
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19.
What was a progressive? What did they believe? Page 40
20.
The progressive era resulted in many reforms. List three social
reforms that you feel are important. Why? Pg. 46
What year did women gain the right to vote? Which amendment
gave them this right to vote? Pg. 52
21.
What did the Fair Labor Standard Act do? Pg 54
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Politics in the Progressive Era  OPEN A+ LESSON
Answer the questions below completely and thoughtfully. If you want to
quote sources directly, make sure you put it in quotation marks and write
which page of the lesson it came from. Otherwise, you are plagiarizing (copying
without giving credit to the source). Most or all of every answer should be in
your own words.
Politics in the Progressive Era
List three actions of Theodore Roosevelt did during his presidency? (p.7)
List two reforms of President Taft. p.16
What was the Bureau of the Mines? p. 16
What did the Sixteenth and Seventeenth Amendments do? p.18
What did Wilson’s New Freedom Plan do? p.31
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What was the Federal Reserve Act of 1913 p.36
Describe what the Clayton Anti-trust act did? p.37
Explain why you think the Progressive Era was important. p.39
Thanks Progressives! What amendment in what year made this possible?
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Thanks progressives! What law made rat sausage illegal?
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Roaring 20’s 1 Notes  OPEN in A+ US History
Answer the questions below completely and thoughtfully. If you want to
quote sources directly, make sure you put it in quotation marks and write
which page of the lesson it came from. Otherwise, you are plagiarizing (copying
without giving credit to the source). Most or all of every answer should be in
your own words.
1. What was the Roaring 20’s? p. 1-2 AND page. 10
2. List some inventions of the 1920’s. p. 7
3. What did Warren G. Harding Promise to do as president? P.11
4. What did the 19th Amendment do? p.12
5. Warren G. Hardening easily won the presidency in 1920, but was criticized
for his involvement in the Teapot Dome Scandal. Define the teapot Dome
Scandal and describe how President Hardening was involved. pp.10-17
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6. President Calvin Coolidge replaced Warren Hardening in 1923. How did he
punish those involved in the Tea Pot Dome Scandal? p.18.
7. Describe the role of the Bolsheviks and Linen in the early 20’s.p.20
8. Define a communist. Pp.21-23.
9. How did many Americans feel about communism? Include the term “Red
Scare” in your answer. P. 23-24
10.
Describe why Americans set “quotas” on certain groups of
immigrants.p.26
11.
Define the Dillingham Immigration Act of 1921p.27
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12.
Define the Johnson-Reed Immigration Act of 1924 p.28
13.
Sacco and Vanzetti were executed for murder, do you think that
they may have been innocent. Please explain your answer. P.29
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Progressive Era Essay
One of the goals of the progressive era was to protect social welfare and promote
moral improvement. Use at least 15 of the above terms to explain this goal.
Theodore Roosevelt
Howard Taft
Woodrow Wilson
Warren Hardening
Calvin Coolidge
William McKinley
Square Deal
Trusts
Northern Securities Railroad
Hepburn Act 1906
The Jungle
“Big Business”
United Mine Workers
Food and Drug Act 1906
Fair Labor Standard Act
Sixteenth Amendment
Seventeenth Amendment
New Freedom
Federal Reserve Act 1913
Clayton Anti-Trust Act
Meat Inspection Act 1906
Fair Labor Standard Act
Muckraker
World War I
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Progressive Era Essay Rubric
Total Points Possible
Heading
A complete
heading is used;
name, date,
subject and title
are all included.
Terminology
15 Terms are
used correctly.
Essay
Essay is written
completely, to
the assigned
length and on the
assigned topic.
(300 Words and
TYPED)
There are no
spelling or
grammar errors.
Grammar
and Spelling
References
References are
used correctly.
(use bibme.org
for additional
references.
A complete
heading is
used; name,
date, subject
and title are
all included,
but there is no
title.
10-12 Terms
are used
correctly
Essay is
written on the
assigned topic,
but is not to
the requested
length.
An
incomplete
heading has
been used,
and there is
no title.
Only a name and
date is included.
5
7-9 Terms
are used
correctly
Essay is off
topic and
too short.
5-6 Terms are
used Correctly
40
Essay shows no
effort.
30
There are two
spelling or
grammar
errors.
There are
three
spelling or
grammar
errors.
There are four
spelling or
grammar errors.
15
References are
used
incorrectly.
10
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Example of A+ Notes
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Behaviorism Inspired Lesson Plan
Lesson Title: Progressive Era
Grade: 12th Grade
Subject: US History
Materials: Note books, pencils, white board, projector, computers with A+ Instructional
Software
TEKS:
2(A) identify the major characteristics that define an historical era;
2(B) identify the major eras in U.S. history from 1877 to the present and describe their defining
characteristics;
Stimulus is clearly defined and divided into smaller blocks (Faryadi, 2007).
Objectives:
Students will use notes rubric to define terms associated with the progressive era. Students will
identify with 70% accuracy progressive era terms.
Objectives are clearly measurable (Faryadi, 2007).
Engagement-5minutes: Students will listen as the teacher reads a passage from the “Jungle.”
Students will answer questions in response to what the heard. Students that answer questions
correctly will be rewarded with candy and positives verbal affirmation.
Learning is teacher-center. Teacher is driving the learning with incentives; positive
reinforcement (Sugai, 2007).
Before Learning:
1. Teacher will right objectives on the board.
2. Students will be familiar with A+ Instructional Software notes and assessment activity
(5-6 exposure opportunities).
During Learning-40:
1. Using projector and A+ instructional software as a reference, teacher will give a
presentation on the Progressive Era.
2. Teacher will highlight 25 key progressive era terms:
3. Students will use note rubric to summarize teacher led discussion on the progressive
era.
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Student listed all 25
Progressive Era
Terms provided by
instructor.
Student copied
teacher provided
definition.
Student summarized
teacher explanations.
Possible Points
1-25 Points
Points Earned
Notes
1-25 Points
1-25 Points
4. Notes will be graded to 70% accuracy.
5. Through A+, students will take a multiple-choice practice test on lecture and pass
with 70% accuracy.
Students are given an incentive- for learning, good grades. Additionally, students behaviors
(good or bad are reinforced by their grades on the notes rubric.
Practice test on A+ provide positive and negative reinforcement through imagery and audio clips.
When a student provides a correct answer a positive image pops-up with audio clipped “good
jobs.” When incorrect answers are provided frustrated faces and the words “try again” pop-up.
Rubric demonstrates shallow knowledge as it is not connected to student experience it is shallow;
merely transferred from teacher (Brown, Collins & Duguid, 1989).
After Learning-20minutes:
1. Through A+ Student will take a multiple-choice assessment on the
learning which they will pass with a minimum of 70% accuracy
2. Teacher will return graded test and teacher will discuss the tests data
trends and review difficult questions.
3. Students with grades above 70 will be provided positive feedback.
4. Students with lower grades will be given an opportunity to answer missed
questions for partial credit.
Timing: 65 minutes
Additional Discussion:
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The clear stimulus and abundance of reinforcement in this lesson demonstrates
Behaviorist framework. The lesson is introduced with objectives extrapolated from the TEKS.
Knowledge is delivered by means of teacher presentation; the teacher is the center of learning.
Students are encouraged to absorb knowledge by means of extrinsic reinforcement. They are
given candy for answer questions, they are given grades for their notes and assessments; and
negative and positive imagery is connected to incorrect and correct student responses.
Additionally, the teacher as center of learning delivers knowledge. She presents
information; she grades students’ interpretations or her knowledge delivery. Rubrics and
assessments are strictly evaluation information provided by the teacher. The students do no
construct their knowledge, but rather recall that which was transferred.
References:
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition And The Culture Of Learning.
Educational Researcher, 18(1), 32.
Faryadi, Q. (2007). Behaviorism and the Construction of Knowledge. Online Submission.
Sugai, G. (2007). Promoting Behavioral Competence in Schools: A Commentary on Exemplary
Practices. Psychology In The Schools, 44(1), 113-118.
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Comparison Conclusion and Reflection
The above lesson plans were created specifically for this assignment, but are typical of
my classroom which uses A+ Instructional Software; a composite resource of text (like a digital
textbook) and assessments for managing all grade levels in a single class. There are obvious
advantages to either Constructivist or Behaviorist pedagogy in lesson consideration and
construction.
Both lessons sought to define Progressive Era terms. Although for different reasons, both
lessons employ rubrics. Both lessons provide an opportunity to acquire knowledge.
Commonality between these two lessons end at topic selection and rubrics as learning paths are
dissimilar. The first uses discovery with focus on cognition as a path to knowledge acquisition.
The second lesson uses a teacher-driven delivery method for learning.
Rubrics are used in the Constructivist lesson to encourage independent synthesis. In the
second lesson, the Behaviorist lesson, rubrics are used to reinforce the role of the teacher as the
center of learning. Students receive negative and positive reinforcement through the rubrics for
their ability to be good listeners and scribes. They are graded for how they perceive and in a way
absorb the teacher-delivered knowledge.
In the Constructivist lesson, rubrics are given after students have demonstrated
understanding of information. Rubrics provide framework for final assessment. They provide a
means by which to gauge knowledge construction, as the students must follow the rubric to
synthesize a writing sample that defines and connects newly acquired terminology.
Student-centered Constructivism is considerate of the whole learner. With respect to
students’ personal narrative, constructivist learning seeks to use student experiences to create
understandings. Through activity “doing,” students connect and draw conclusions about what
they learn. Their leaning results in rich definitions and understandings that are based on studentdriven connection to context (Brown et al., 1989).
Motivation in the behaviorist lesson plan was extrinsic. Students were “required” to start
together. Students sit through a lesson and respond correctly or incorrectly. Their correct
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responses are rewarded with positive feedback, candy, and good grades. The rewards are
numerous and external.
Motivation in the constructivist lesson plan was completely intrinsic. The students
decided when to start a lesson or how fast they would like to complete it. As there are no obvious
rewards provided, it is a fair assumption to think that the motivation is internal. The lesson
format fosters students’ sense of self-efficacy that propels them to complete the lesson.
As I have a complex class dynamic: all grades and all subjects, I incorporate both theories
into my teaching. I have never written a Behaviorist inspired lesson plan, but it is clear that I
often play the role of the behaviorist teacher as I need to be quick with remediating recovered
drop-outs and Behaviorist theory provides a faster means of knowledge transfer (notice the two
lesson time lengths). That being said, my tenure as a teacher and my professional preferences
draw me to the Constructivist model. I value a pedagogy that empowers students to be drivers of
their own learning.