STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE:
COURSE: US History
BUNDLE: 4
EST. NUMBER OF DAYS: 10
Title: Age of Reform: Populism and Progressivism
Unit Overview: An exploration of the organized response of people to the changes in society through the political process.
Guiding Questions:
1. How did the farmers respond to the problems they faced in the late 19 th century?
2. How did muckrakers and other Progressives reform American society?
3. What has been the legacy of the Progressive Presidents?
4. How was the move toward realism reflected in American art and literature?
TEKS
(5) History. The student understands the
effects of reform and third-party
movements in the early 20th century.
The student is expected to:
(A) evaluate the impact of Progressive Era
reforms, including initiative, referendum,
recall, and the passage of the 16th, 17th,
18th, and 19th amendments;
(B) evaluate the impact of muckrakers
and reform leaders such as Upton
Sinclair, Susan B. Anthony, Ida B. Wells,
and W. E. B. DuBois on American society;
(C) evaluate the impact of third parties,
including the Progressive and Populist
parties.
Specifications
Vocabulary:
reform
initiative,
Referendum
Recall
Muckraker
Activities/Assignments
Venn Diagram: Populist and Progressives
A Parable of Populism: The Wizard of OZ
Party Bumper sticker
Document Analysis: Cross of Gold Speech
Amendments:
16th
17th
18th
19th
People:
Upton Sinclair
Ida B. Wells
Susan B Anthony
WEB DuBois
Edited July 2013
William Jennings Bryan
Theodore Roosevelt
Robert LaFollette
Jacob Riis
Booker T. Washington
Groups:
Progressive
Populist
Bull Moose Party
(3) History. The student understands the
political, economic, and social changes
in the United States from 1877 to 1898.
The student is expected to:
Legislation:
Pendleton Act
Terms:
Populism
Populist
philanthropy
(A) analyze political issues such as the
beginnings of Populism;
Philosophy:
Social Gospel
(B) analyze economic issues such as farm
issues
Groups
The Grange
Populist Party
(C) analyze social issues affecting women,
minorities, children, immigrants,
urbanization, the Social Gospel, and
philanthropy of industrialists
(9) History. The student understands the
impact of the American civil rights
movement. The student is expected to:
(A) trace the historical development of
the civil rights movement in the 19th and
20th centuries, including the 13th, 14th,
15th, and 19th amendments
Literature:
Cross of Gold Speech
Amendments:
13th
14th
15th
19th
Student Created Newspaper Article: The Passage of
either the 13th, 14th, 15th or 19th Amendment
Terms:
Civil Rights
Edited July 2013
(14) Geography. The student
understands the relationship between
population growth and modernization
on the physical environment. The
student is expected to:
(B) identify the roles of governmental
entities and private citizens in managing
the environment such as the
establishment of the National Park
System
(15) Economics. The student
understands domestic and foreign issues
related to U.S. economic growth from
the 1870s to 1920. The student is
expected to:
B. describe the changing relationship
between the federal government and
private business, including the costs and
benefits of laissez-faire, anti-trust acts,
the Interstate Commerce Act, and the
Pure Food and Drug Act
Groups/Agencies:
National Park Service
Map Skills: National Parks
Vocabulary:
laissez-faire
Cause – Effect Charts: Legislation
Legislation:
Interstate Commerce Act
Pure Food and Drug Act
Clayton Anti-trust Act
Policies:
Square Deal
New Freedom
Agencies:
Federal Reserve System
Federal Trade Commission
Supreme Court Cases:
Munn v Illinois
(23) Citizenship. The student
understands efforts to expand the
democratic process. The student is
expected to:
B) evaluate various means of achieving
equality of political rights, including the
Terms:
Political rights
Amendments:
19th
Edited July 2013
19th
(25) Culture. The student understands
the relationship between the arts and
the times during which they were
created. The student is expected to:
(A) describe how the characteristics and
issues in U.S. history have been reflected
in various genres of art, and literature;
(26) Culture. The student understands
how people from various groups
contribute to our national identity. The
student is expected to:
Terms:
Realism
Individuals:
Horatio Alger
Mark Twain
Kate Chopin
James McnEIL Whistler
Winslow Homer
Thomas Eakins
Jacob Riis
Individuals:
Jane Addams
Frances Willard
Creation of a “modern” Hull House. Compare/Contrast
the actual Hull House with the “modern” Hull House.
Ultimately answering the question, Has society cured her
evils?
(A) explain actions taken by people to
expand economic opportunities and
political rights, including those for racial,
ethnic, and religious minorities as well as
women, in American society;
(d) identify the political, social, and
economic contributions of women such
as Frances Willard, Jane Addams
Edited July 2013