Unit Theme: Public Health in the Progressive Era

Grade: 10th grade

Timeline: 1 week
Team Members Sarah Erin Kylee Kathia
Subjects Biology Psychology English History
Rationale: The progressive era (which was a part of Theodore Roosevelt’s administration) in
the United States impacted many Americans including their health. At a time where people
were working long hour for minimum pay in unsafe work conditions there was injury that
were occuring in workplaces. Students will look at the impact that the tough work conditions
had on American workers physical, mental, and social health. During the progressive era a
clean living movement was also started in which emphasized public health movements,
hygiene, and healthy food choices. The intent will be have students analyze what the health
problems along with the health movements that happened during the Progressive Era.
Student Learning Outcomes
Focus Standards Biology Strand 2, Concept 1, PO. 4.
Strand 3, Concept 1, PO. 3.
Strand 3, Concept 3, PO. 1.
Strand 4, Concept 3, PO. 1 and 2
Social Standard Area 1, Content Standard 1, PS 1
Studies:Psychology Standard Area 1, Content Standard 1, PS 2
Standard Area 1, Content Standard 2, PS 3
Standard Area 4, Content Standard 3, PS 1
Standard Area 7, Content Standard 1, PS 1
(National high school psychology standards as
defined by the American Psychological
Association)
English Literature 9-10.RL.2, 10.RL.5, 9-10.RI.2, 9-10.RI.6, 9-
10.W.4, 9-10.SL.4, 9-10.L.6

United States History Concept 7, PO1 D; Concept 7, P0 2 C;

Concept 7, PO 3 C.

Enduring • The differences Theme- • During the

Understanding: between health Related progressive era,
Important Concepts standards in the early Essential which legislation
20th century Questions passed related to
compared to now. public health had
• Integrate productive the most impact
thought process by on american
assigning strategic society?
groups. • Why did the
• Analyze different Spanish Influenza
aspects of The Jungle become such an
and show examples epidemic and how
 on how to look at does the body
given themes from combat viruses?
different points of • What were some
view. major
breakthroughs in
the discipline of
psychology and
its understanding
during the
Progressive Era
that have shaped
the way
psychology has
been viewed ever
since?

Interdisciplinary Poster board with groups presentation

Project that each
content area is Students will create one poster board showing what they learned about
working toward: health issues in the progressive era. The poster will be split up into
four sections and they will use each section to show what they learned
in each class. They will share their posters in groups during each class,
only describing the section used for that specific class. They will end
up sharing everything they learned from each class to four different
groups by the end of the day.

An example of the posterboard:

Health Movements in the Progressive Era

What I learned in English… What I learned in History…

What I learned in Psychology.... What I learned in Biology....

• During English class on Friday, students will present to a small

group of 3-4 what they learned about The Jungle and the health
 movements in the progressive era referring back to their poster
board project.
• During History class on Friday, students will present to a small
group of 3-4 what they learned about___________ and the
health movements in the progressive era referring back to their
poster board project.
• During Psychology class on Friday, students will present to a
small group of 3-4 what they learned about both mental health
stigma and the psychological breakthroughs of the time--both
of which still carry an influence in the field to this day--and
how they coincide with the other various health movements in
the Progressive Era referring back to their poster board project.
• During Biology class on Friday, students will present to a
small group of 3-4 what they learned about the immune system
and the Spanish Influenza in the progressive era referring back
to their poster board project.

Selecting and Evaluating Print Digital Resources for Unit Plan:

Resource Which Author / Link to original or How will

team Publisher citation resource be
member used in class
used this (describe
source? whether it will
be a Read
Aloud,
collaborative
reading,
independent
research, etc)
Website #1 Erin “The Origins https://www.verywellmind. This website,
of Psychology: com/a-brief-history-of- especially this
from psychology-through-the- article, will be
Philosophical years-2795245 assigned for
Beginnings to independent
the Modern reading to be
Day” by done before
Kendra Cherry class in order to
and Steven provide for
Gans, MD more in-depth
lessons in class.
 Published by: It will be a
Verywell Mind valuable
resource as it is
informative
about the state
of psychology
at the time, in
addition to
providing
students with
connections to
contemporary
psychology.
Website #2 Kathia The http://www.indiana.edu/~e This website
Progressive ngs/abook/SAMPLE.html will be looked
Era’s Health by students to
Reform get a general
Movement: A understand of
Historical health during
Dictionary the progressive
era and the
social changes
that occured
with it.
Informational Erin “The Clifford http://www.sanmateo.netw This article
Text #1 Beers Story: orkofcare.org/mh/library/ar details the story
The Origins Of ticle.aspx?id=2604 of a man who
Modern was a
Mental Health muckraker
Policy” by when it came to
Michael B. mental health
Friedman practices in the
early 20th
Published by: Century by
Trilogy publishing a
Integrated memoir about
Resources his horrible
experiences in
asylums. It will
be used in
collaborative
reading and
research
exercises.
Informational Sarah Why Was the http://sciencecases.lib.buff This case study
Text #2 1918 Influenza alo.edu/cs/files/1918_influ will be used to
So Deadly? An enza.pdf bring together
Intimate what students
Debate Case know about the
immune system
and what they
know about the
progressive era
to learn about
the Spanish
Influenza
epidemic.
Online Video Sarah Immune https://www.youtube.com/ These videos
System, Parts watch?v=GIJK3dwCWCw will be used in
1 and 2 class on days 2
https://www.youtube.com/ and 3 to give
watch?v=2DFN4IBZ3rI students a basic
understanding
of the immune
system.
Children’s Kylee “Where’s the https://www.amazon.com/ This will be an
book beef?” by Mia Wheres-Beef-Mia- option for
E. Lindsey Lindsey/dp/1490734678 students to
choose and do a
reflection on for
Lindsey, Mia E. Where's the
Beef? Trafford Publishing, their final
2014. project at the
end of the
week.(Poster
Board) They
will read the
children's book,
find
connections to
The Jungle and
talk about if
kids should
learn all the
facts about
eating meat or
not.
 Trade book #1 Kathia “Urban Green: https://www.goodreads.co Parts of this
Nature, m/book/show/23371445- book will be
Recreation, urban-green read by students
and the so that they get
Working Class an
in Industrial understanding
Chicago” By of how life was
Colin Fisher for industrial
workers in
Chicago and
how some of
them when they
had time off
from work
would go the
park to relax
from the
stresses of their
work.
Trade book #2 Kylee “The Jungle” Sinclair, Upton. The Independent
by Upton Jungle. Penguin Books, Reading &
Sinclair 1985. Collaborative
Reflection for
Understanding

Psychology Unit Plan Outline

Day 1 Unit Introduction Lesson Title: An Introduction to the Mental Health Practices and
Conditions in the Progressive Era Part 1
Day 2 Lesson Title An Introduction to the Mental Health Practices and Conditions in the
Progressive Era Part 2
Day 3 Lesson Title: Founders Who and Foundations That Established Modern Understandings of
Psychology During the Progressive Era
Day 4 Lesson Title: New Psychological Research and Methods of the Progressive Era
Day 5 Unit Conclusion Lesson Title: The Current State of Psychology and How the Progressive
Era Advancements Influenced It

Day One: Unit Introduction

An Introduction to Mental Health Practices and Conditions in the Progressive Era Lesson

Plan Part One

Author: Erin Beals

Content Area: Social Studies—Psychology

Unit: Public Health in the Progressive Era

Grade Level: Grade 10

12 April 2018

Lesson Length: 60 min

I. American Psychological Association’s National Standards for High School Psychology

Curricula

Social Interactions—Content Standard 3: Social Relations: Students are able to

(performance standards):

3.1 Discuss the nature and effects of stereotyping, prejudice and discrimination.

Treatment of Psychological Disorders—Content Standard 1: Perspectives on Treatment:

Students are able to (performance standards):

1.1 Explain how psychological treatments have changed over time and among

cultures.

II. Content Objectives

1.) Students will use PowerPoint to create a presentation on the mental illness of their

choice detailing what the disease is, the history of how the disease was or was not treated,

and the past and current stigma surrounding the condition in American society in order to

construct a final product that illustrates and investigates the effects of stereotyping,

prejudice and discrimination regarding mental health.

2.) Students will use a worksheet and personal account texts and other primary sources

from the time period detailing the mental health conditions of the early 20th Century in
 order to interpret how the attitudes toward mental health have changed over the past 100

years.

III. Relevance

This lesson will convey the history of psychiatric and societal attitudes toward mental

health in America. Upon successful execution of this lesson, students will gain an understanding

of the flawed practices of the past, the massive strides made in mental health research and the

immense damage that the stigma surrounding mental illness caused during the Progressive Era

and continues to cause to a lesser extent to this day. As the unit progresses, students will further

develop and refine this understanding, providing students with the knowledge to better

appreciate the past and present difficulties faced by those who have suffered and currently suffer

from mental illnesses.

IV. Materials Needed

1.) Video of the history of mental health practices

2.) A copy of introductory guided notes for each student

3.) Pens/Pencils

4.) A personal computer with access to the internet for research purposes and work on

PowerPoint presentations

5.) A projector for the instructor’s instructional content

6.) Copies of five different primary sources—each student will be assigned and provided one of

the five primary sources (including the Clifford Beers primary source)

7.) A copy of an anticipation guide for each students

V. Key Unit Vocabulary

Implicit Personality Theory, attribution, dispositional cause, discrimination, stereotype,

fundamental attribution error, realistic conflict theory, prejudice, ingroup, outgroup, scapegoat

theory, psychoanalysis, lobotomy, electroconvulsive therapy, asylums, institutionalization,

eugenics movement and individualistic culture.

VI. Warm Up/Anticipatory Set

• Upon entering the classroom, students will pick up a copy of an anticipation guide on a

table near the door and quietly take their seats to begin working on it. The anticipation

guide will include true or false questions related to stigmas surrounding mental illness in

the early 20th Century and psychological and psychiatric treatment methods of the era.

Students will be allowed five minutes to complete the guide.

• Once the five minutes is up, the instructor will verbally communicate the objectives and

expected student outcomes for the day, in addition to them being written on the board.

• With the objectives clearly communicated, the instructor will then play a video on the

history of psychological and psychiatric treatment methods and how stereotypes and

stigmas of the mentally ill influenced these methods. The students will be asked to

compare their anticipation guide answers to what they learn from the video clip. With an

elbow partner or a group of no more than four, students will discuss how their answers

compared to the information in the video.

VII. Instruction

• The instructor, after giving the students time to discuss their answers in small groups, will

then facilitate a 10-15 minute class discussion on the students’ findings and reactions to

the video. The instructor will ask guiding questions including but not limited to:

o How have your perceptions on these topics changed?

 o What role do you think stigma around mental illness played in the development of

these treatments?

o From what you have perceived prior to taking this course, how have treatments

changed since then? What about the presence of stigma?

• The instructor will then number off students from one to five. The number that students

receive will determine which of five primary sources a student receives. Students will be

given five minutes to read their respective primary sources.

• Once the five minutes is up, students will meet up with other students who read the same

primary source and discuss the source for another five minutes.

• After the group discussion is over, the instructor will number off students again,

assigning students to new groups with other students who read different sources. Once in

the new groups, each student will summarize their source and offer their perceptions of

and conclusions from it. The students will discuss trends, takeaways and themes from the

sources.

• During all discussions facilitated by the students themselves, the instructor will circulate

around the room and add input, feedback and direction when deemed appropriate.

• Once the final group discussion has concluded, the students will be asked to begin

creating a PowerPoint on the mental illness of their choice, and detail how the stigma

around, understanding of and treatment for the condition have changed using what they

have learned during the class period and conducting their own research. Note: No two

students are allowed to choose the same mental illness. If there are not enough

psychological conditions with the amount of research available that is necessary to adhere
 to the requirements of the PowerPoints, students can form groups of no more than three

to create a presentation.

VII. Assessment

Students will be informally assessed throughout the class period on the quality of their

contributions to the various class and group discussions. A more formal evaluation of how

well the students grasped the content will be conducted while grading the completed

PowerPoint presentations.

VIII. Closure

With a few minutes left in class, the instructor will stop the class and ask students to

share examples of how the treatment for, understanding of or stigma around their chosen

conditions has changed. This will serve as a summative assessment that gauges whether

students have understood the content and purpose of the lesson.

IX. Independent Practice/Homework

Students will be asked to continue researching their chosen psychological

condition/illness to resume work on and present their PowerPoints tomorrow.

X. Reflection

While the PowerPoint assignments will serve as the best indicator of how well the

students are understanding the content, the instructor will continuously move around the

room to clarify anything for students and ask questions that will gauge the students’

understanding.

Day Two

An Introduction to Mental Health Practices and Conditions in the Progressive Era Lesson

Plan Part Two

Author: Erin Beals

Content Area: Social Studies—Psychology

Unit: Public Health in the Progressive Era

Grade Level: Grade 10

Lesson Length: 60 min

I. American Psychological Association’s National Standards for High School Psychology

Curricula

Social Interactions—Content Standard 3: Social Relations: Students are able to

(performance standards):

3.1 Discuss the nature and effects of stereotyping, prejudice and discrimination.

Treatment of Psychological Disorders—Content Standard 1: Perspectives on Treatment:

Students are able to (performance standards):

1.1 Explain how psychological treatments have changed over time and among

cultures.

II. Content Objectives

1.) Students will use PowerPoint to present their original presentations on the mental

illness of their choice detailing what the disease is, the history of how the disease was or

was not treated, and the past and current stigma surrounding the condition in American

society in order to construct a final product that illustrates and investigates the effects of

stereotyping, prejudice and discrimination regarding mental health.

2.) Students will use a worksheet and personal account texts and other primary sources

from the time period detailing the mental health conditions of the early 20th Century in
 order to interpret how the attitudes toward mental health have changed over the past 100

years.

III. Relevance

This lesson will convey the history of psychiatric and societal attitudes toward mental

health in America. Upon successful execution of this lesson, students will gain an understanding

of the flawed practices of the past, the massive strides made in mental health research and the

immense damage that the stigma surrounding mental illness caused during the Progressive Era

and continues to cause to a lesser extent to this day. As the unit progresses, students will further

develop and refine this understanding, providing students with the knowledge to better

appreciate the past and present difficulties faced by those who have suffered and currently suffer

from mental illnesses.

IV. Materials Needed

1.) Pens/Pencils

2.) A copy of introductory guided notes for each student that students should have begun filling

out yesterday

3.) A personal computer with access to the internet for research purposes and to work on

PowerPoint presentations

4.) A projector for student presentations

5.) A copy of a semantic feature analysis grid for each student

VI. Warm Up/Anticipatory Set

As time will be limited to ensure that a large portion of the students/groups present today,

students will be asked to take their seats upon entering the classroom and immediately begin

finalizing their PowerPoints.

VII. Instruction

• Students will be allowed no more than 15 minutes to finalize their presentations. Once

this 15 minutes is up, students will be required to submit or email their finished

presentations to ensure that those presenting near the end of presentations do not have the

unfair advantage of being able to work on their PowerPoints longer.

• The instructor will tell students when their 15 minutes is up and that it is time to submit

their work. The instructor will then ask for volunteers to present.

• Student presentations will begin and each student or group will be required to keep the

presentation under five minutes. Students who are not presenting will be asked to

continue taking guided notes, as they will be responsible for the information their peers

present later in the unit and later in the course.

• After 30 minutes of presentations and with 15 minutes left in class, students will fill out a

semantic feature analysis grid that has characteristics of mental illness treatments,

stigmas, and understandings of the time period and characteristics of the mental illness

itself already filled out. Students will be responsible for listing in order the mental

illnesses presented by their classmates and checking off which characteristics fit which

mental illnesses. Students will then get into groups of no more than four and discuss any

trends they see until the class period ends. This will serve as closure for the student

presentations of that day. Students will be responsible for bringing the semantic feature

analysis grid to future classes, along with their introductory guided notes, as they will

build off of them until student presentations have concluded.

 • Students will be numbered from one to eight and will be responsible for the reading

assignment that matches their number, which they will find on the class website. Hard

copies will be provided for those who have an expressed lack of internet access at home.

VII. Assessment

Students will be informally assessed throughout the class period on the quality of their

contributions to their group discussions. Those who presented today will be assessed on their

presentation skills and the content of their PowerPoints. A more formal evaluation of how

well the students grasped the content as a class will be conducted while grading the

completed PowerPoints and the presentation of the PowerPoints.

VIII. Closure

Filling out the semantic feature analysis grid and discussing it in groups at the end of

class will serve as closure for the student-presented information of today’s class period.

IX. Independent Practice/Homework

• At the very end of class, students will be numbered off from one to eight. Dependent on

the number they receive, students will be asked to read corresponding reading

assignments about the following prominent psychological/psychiatric figures and their

contributions to the fields to prepare for tomorrow’s pinwheel discussion:

1.) Sigmund Freud

2.) Carl Jung

3.) Ivan Pavlov

4.) Emil Kraepelin

5.) Eugen Bleuler

6.) Alois Alzheimer

 7.) Alfred Adler

8.) William James

X. Reflection

While the PowerPoint assignments will serve as the best indicator of how well the

students are understanding the content, the instructor will continuously move around the

room to clarify anything for students and ask questions that will gauge the students’

understanding during individual and student group work.

Day Three

Founders Who and Foundations That Established Modern Understandings of Psychology

During the Progressive Era

Author: Erin Beals

Content Area: Social Studies—Psychology

Unit: Public Health in the Progressive Era

Grade Level: Grade 10

Lesson Length: 60 min

I. American Psychological Association’s National Standards for High School Psychology

Curricula

Perspectives in Psychological Science—Content Standard 1:Development of

Psychology as an Empirical Science: Students are able to (performance standards):

1.4 Explain how psychology evolved as a scientific discipline

Perspectives in Psychological Science—Content Standard 2: Major Subfields within

Psychology: Students are able to (performance standards):

 2.3 Identify the important role psychology plays in benefitting society and

improving people’s lives

II. Content Objectives

1. Students will use PowerPoint to present their original presentations on the mental illness

of their choice detailing what the disease is, the history of how the disease was or was not

treated, and the past and current stigma surrounding the condition in American society in

order to construct a final product that illustrates and investigates the effects of

stereotyping, prejudice and discrimination regarding mental health.

2. Students will use the pinwheel discussion format to take on the persona and beliefs of

prominent figures in psychology and psychiatry and conduct and participate in a class

pinwheel discussion in order to examine the different schools of thought and the

conclusions made during the Progressive Era, along with their subsequent impacts that

overwhelmingly shaped the modern understandings of mental health.

III. Relevance

In order to gain a more complete comprehension of why psychology is the way it is

today, it is important to gain perspective by looking back at time periods that proved formative to

psychology’s current state. Without the figures and their contributions to the world of

psychology and psychiatry discussed in today’s pinwheel discussion, people alive today may not

have the privileges of advanced mental health treatment and overall psychological understanding

present in today’s society.

IV. Materials Needed

1.) Pens/Pencils

2.) A personal computer with access to the internet for research purposes
3.) A projector for student presentations

4.) A copy of a semantic feature analysis grid for each student that should be filled out with

material from yesterday

5.) A copy of introductory guided notes for each student that students should have begun filling

out on the first day of the unit.

6.) Notebooks for students to begin taking their own notes and to write down ideas, questions

and speaking points during the pinwheel discussion

7.) A copy of instructions for the Interdisciplinary Poster Project for each student

VI. Warm Up/Anticipatory Set

Students will be asked to quickly take their seats and get out their semantic analysis

feature grids and introductory guided notes so that student presentations can resume

immediately.

VII. Instruction

• Student presentations will continue for the first fifteen minutes of class, followed by five

minutes allotted for students filling out what was covered in the presentations today in

their semantic feature analysis grids individually and discussing potential trends and

other findings, today in pairs rather than groups.

• Now that students have had a strong introduction to how poor mental health conditions

once were, the class will begin to examine improvements and the instigators of these

improvements. Once the first 20 minutes of class have passed, students will be asked to

briefly meet up with other people in class who were assigned the same psychological

figure and corresponding reading. Students will meet to discuss their figure’s

background and contributions to get a better sense of who this person was. If needed,
 students may look up answers to questions that may arise during their group meeting in

order to be prepared for representing the figure and his views accurately in the pinwheel

discussion.

• After ten minutes have passed for groups to talk about their figures, the instructor will

ask students help move furniture that will allow the class to position eight chairs in a

circle in the middle of the classroom. Seating arrangements outside of this circle should

resemble a larger circle and ensure that no student is positioned in a way that it would be

difficult to view the pinwheel discussion.

• Once the classroom is set up in this way, each group will delegate a representative to

join the inside circle. This representative should be a student with a strong

comprehension of the figure, as he or she will be the one to introduce him to the rest of

the class. Once all representatives have taken their seats, they will go around the circle

and briefly but thoroughly introduce their figure. All students other than the student

introducing a figure should be taking notes.

• In order to have more detailed discussions, four chairs will be removed from the inner

circle. Students with the removed figures will still have a chance to discuss, as figures

along with the students representing them will be circulated in and out of the discussion

in order to accommodate such a high number of figures.

• Once the first four representatives of the first four figures are seated, the instructor, who

will serve lightly as a moderator, will ask a guiding question intended to spark student-

sustained discussion. When the discussion wanes, the instructor will ask more guiding

questions or introduce a new figure to the inner circle. The instructor will need to keep

the discussion moving at times, but it is expected of the students to be able to conduct it
 for the most part. The instructor will also ensure that all figures are represented for at

least half of the discussion. Students will be expected to equally make up the amount of

time their figure is represented and will need to determine when it will be time to switch

with their group members and document each switch.

• With about seven minutes left in class, students will be asked to help rearrange the

classroom as it was and participate in a very brief instructor-led class discussion

summarizing the pinwheel discussion findings.

VII. Assessment

Those who presented today will be assessed on their presentation skills and the content of

their PowerPoints. A more formal evaluation of how well the students grasped the content as a

class will be conducted while grading the completed PowerPoints and the presentation of the

PowerPoints. Students will be assessed on the quality and content of their contributions made in

the class’s pinwheel discussion. Their responses to others’ questions as their assigned figure will

be indicative of their comprehension of their figure and his contributions.

VIII. Closure

A brief, instructor-led class discussion summarizing the pinwheel discussion findings will

serve as closure for the day’s class.

IX. Independent Practice/Homework

Students will be given a handout with the following instructions for the Interdisciplinary Poster

Project:

• Students will create one poster board showing what they learned about health issues in
the progressive era. The poster will be split up into four sections and they will use each
section to show what they learned in each class. They will share their posters in groups
during each class, only describing the section used for that specific class. They will end
up sharing everything they learned from each class to four different groups by the end of
the day.
 o During English class on Friday, students will present to a small group of 3-4 what
they learned about The Jungle and the health movements in the progressive era
referring back to their poster board project.
o During History class on Friday, students will present to a small group of 3-4 what
they learned about the health movements in the progressive era referring back to
their poster board project.
o During Psychology class on Friday, students will present to a small group of 3-4
what they learned about both mental health stigma and the psychological
breakthroughs of the time--both of which still carry an influence in the field to
this day--and how they coincide with the other various health movements in the
Progressive Era referring back to their poster board project.
o During Biology class on Friday, students will present to a small group of 3-4 what
they learned about the immune system and the Spanish Influenza in the
progressive era referring back to their poster board project.

They will be asked to start thinking about what to include for the psychology section of the

poster.

X. Reflection

The instructor will continuously reflect on the effectiveness of the lesson by overseeing

how well the pinwheel discussion is being executed by the students. If the instructor determines

that the lesson is not going well according to the quality of the pinwheel discussion, changes will

be made to better support student learning as needed.

Day Four

New Psychological Research and Methods of the Progressive Era

Author: Erin Beals

Content Area: Social Studies—Psychology

Unit: Public Health in the Progressive Era

Grade Level: Grade 10

Lesson Length: 60 min

I. American Psychological Association’s National Standards for High School Psychology

Curricula

Perspectives in Psychological Science—Content Standard 1: Development of Psychology

as an Empirical Science: Students are able to (performance standards):

1.2 Describe the emergence of psychology as a scientific discipline.

II. Content Objectives

1. Students will use PowerPoint to present their original presentations on the mental illness

of their choice detailing what the disease is, the history of how the disease was or was not

treated, and the past and current stigma surrounding the condition in American society in

order to construct a final product that illustrates and investigates the effects of

stereotyping, prejudice and discrimination regarding mental health.

2. Students will use their own method of notetaking to take notes on the psychological

research and methods that emerged in the Progressive Era in order to determine where

shifts in mental health practices began and why.

III. Relevance

In order to gain a more complete comprehension of why psychology is the way it is

today, it is important to gain perspective by looking back at time periods that proved formative to

psychology’s current state. Without new research and methods introduced to the world of

psychology and psychiatry discussed in today’s instruction, people alive currently may not have

the privileges of advanced mental health treatment and overall psychological understanding

present in today’s society.

IV. Materials Needed

1.) Pens/Pencils
2.) A personal computer with access to the internet for research purposes and for access to the

instructor’s interactive Peardeck presentation

3.) A projector for the instructional presentation and the remaining student presentations

4.) A copy of a semantic feature analysis grid for each student that should be filled out with

previous material from the unit

5.) A copy of introductory guided notes for each student that students should have begun filling

out on the first day of the unit

6.) Notebooks for notetaking

VI. Warm Up/Anticipatory Set

Students will be asked to quickly take their seats and get out their semantic analysis feature grids

and introductory guided notes so that the remaining student presentations can resume

immediately and conclude early in the class period. After all students/groups have presented,

students will have five minutes to fill out what was covered in the presentations today in their

semantic feature analysis grids individually and to discuss potential trends and other findings

with a partner. Once five minutes is up, students will be directed to Peardeck to view and interact

with the instructor’s presentation of material for the day. The first slide will include a link that

will take students to the reading assignment, “The Origins of Psychology: from Philosophical

Beginnings to the Modern Day” by Kendra Cherry and Steven Gans, MD, that will both

summarize what has already been covered and prepare students for what is yet to come.

VII. Instruction

• After students have independently read the article, the instructor will lead a short class

discussion on trends made evident by the semantic feature analysis grid and on a

summary of what has been covered so far.

 • The instructor will then resume the Peardeck, covering the new research and methods

implemented in mental health practices during the Progressive Era. Students will be

expected to follow along on their computers and take notes using a method they prefer

and learn best by using.

• The last slide of the Peardeck presentation will have a quiz over what was covered in the

day’s lesson that will immediately enable the instructor to gather and anonymously

display data that measures student comprehension. If necessary, some concepts will be

revisited.

• Students will be given the last 10 minutes of class to work on their Interdisciplinary

Poster Projects, which will be presented in class tomorrow.

VII. Assessment

Student assessment this class will come in the form of the interactive activities throughout and

the conclusion quiz at the end of the Peardeck and of student responses to the instructor’s

questions asked throughout the period.

VIII. Closure

After taking the quiz at the end of the presentation, the instructor will lead a brief discussion

summarizing the day’s material as closure.

IX. Independent Practice/Homework

Students will be responsible for finishing their Interdisciplinary Poster Projects and preparing to

present tomorrow for homework.

X. Reflection

The instructor will reflect on how well students are grasping the material through the interactive

activities throughout the Peardeck. If comprehension is lacking in certain areas, the instructor
will go back and address those areas a second time. The same will be true after the data from the

Peardeck quiz is collected.

Day Five: Unit Conclusion

The Current State of Psychology and How the Progressive Era Advancements Influenced It

Author: Erin Beals

Content Area: Social Studies—Psychology

Unit: Public Health in the Progressive Era

Grade Level: Grade 10

Lesson Length: 60 min

I. American Psychological Association’s National Standards for High School Psychology

Curricula

Perspectives in Psychological Science—Content Standard 1: Development of Psychology

as an Empirical Science: Students are able to (performance standards):

1.1 Define psychology as a discipline and identify its goals as a science

II. Content Objectives

3. Students will use their own method of notetaking to take notes on the current state of

psychology in order to decipher how discoveries in the Progressive Era shape the modern

definition of psychology.

III. Relevance

Connecting events of the past with practices of the current day helps with establishing a

deep understanding of material and promoting a major method of historical thinking.

IV. Materials Needed

1.) Pens/Pencils
2.) A personal computer with access to the internet for access to the instructor’s interactive

Peardeck presentation

3.) A projector for the instructional presentation

4.) Notebooks for notetaking

5.) Completed unit projects

VI. Warm Up/Anticipatory Set

Students will be asked to take a quiz on Kahoot that will relate and refresh all the covered

material in the unit. The instructor will revisit concepts not comprehended by a large number of

students as the Kahoot scores will be indicative of content area comprehension.

VII. Instruction

• The instructor will launch an instructional Peardeck presentation on the modern state and

practices of psychology that will serve as more of a review, as, if the unit was conducted

successfully, students would have been connecting their findings on psychology in the

Progressive Era to the current day throughout the unit.

• Students will break up into groups of no more than four to present their unit projects to

their peers for the remainder of the period.

VII. Assessment

Students will be assessed this lesson by their Kahoot scores and their answers to the instructor’s

questions throughout the lesson.

VIII. Closure

The instruction itself will serve as closure, as it will be a summative conclusion to the unit.

IX. Independent Practice/Homework

There will be no homework assigned today

X. Reflection

Reflection on how well the lesson is unfolding will be consistently considered and the

appropriate changes will be made to instruction as necessary.

 References

American Psychological Association. (2011). National standards for high school psychology

curricula. Retrieved from http://www.apa.org/education/k12/national-standards.aspx

Cherry, K., & Gans, S. (2017, July 27). The Origins of psychology: From philosophical

beginnings to the modern day. Verywell Mind. Retrieved from

https://www.verywellmind.com/a-brief-history-of-psychology-through-the-years-

2795245

Friedman, M. B. (n.d.). The Clifford Beers story: The origins of modern mental health policy.

Network of Care. Retrieved from

http://www.sanmateo.networkofcare.org/mh/library/article.aspx?id=2604