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1875-1899Roots ofProgressivismactivitiesCreated by Becky Boswell, Lefler Middle School, LPS& Carolyn Patterson, Pound Middle School, LPSgrade level1234CREATE CAMPAIGN MATERIALSPolitical CampaignGROUP PRESENTATIONPolitical CaucusWRITE A SONGSongs for Progressive BeliefsPHOTOGRAPH ANALYSISWilliam Jennings Bryanpage8 HS28 HS38 HS48 HS5 Resources6 Nebraska Department of EducationContent Area StandardsA1
1875-1899 Roots of Progressivism1Political CampainActivity Grade Level8 HSactivityCreate Campaign Materials1. Divide class into groups of 2-3. Assign each group one of the following to research:Grange, Farmers’ Alliance, or Populists.2. Have students read the text and watch the videos in the section, Roots of Progressivism,that begins at the following s-of-progressivism/3. Have each group make a list of the beliefs of their assigned group.4. Re-arrange the class into three large groups. Students will be with others who researchedthesame topic. Within each group, students will divide the workload and create the following: a campaign sign with a catchy slogan that promotes the beliefs of its group a campaign button representing their party a song that promotes their party’s beliefs a speech to be given by one group member about their partyNebraska Department of Education Content Area StandardsSocial StudiesSS 8.4.1; SS 8.4.4; SS 8.4.5; SS HS.4.2; SS HS.4.3; SS HS.4.4; SS HS.4.5Language ArtsLA 8.1.6 Comprehension; LA 8.4.12
1875-1899 Roots of Progressivism2Political CaucusActivity Grade Level8 HSactivityGroup Presentation1. Before starting this activity, have students read the text and watch thevideos in the section, Roots of Progressivism, that begins at the 1899/roots-of-progressivism/2. Divide your classroom into three sections and label them Grange,Farmers’ Alliance, andPopulists. As students enter the class, tell them topretend they are Nebraska farmers and go to the group whose beliefs theyagree with most strongly.3. Ask students the definition of “caucus”. Then, have them do just that for7-8 minutes.During this time group members will highlight the beliefs ofthe organization that would benefit Nebraska farmers. Allow one studentto speak positively about their group in front ofthe class and encourageothers to join their group. Class members may choose to change groupsafter hearing the speeches.Nebraska Department of Education Content Area StandardsSocial StudiesSS 8.4.1; SS 8.4.2; SS 8.4.4; SS 8.4.5; SS HS.4.2; SS HS.4.3; SS HS.4.4; SS HS.4.5Language ArtsLA 8.1.6 Comprehension; LA 8.4.13
1875-1899 Roots of Progressivism3Songs for Progressive BeliefsActivity Grade Level8 HSactivityWrite a Song1. Before starting this activity, have students read the text and watch the videosin the section, Roots of Progressivism, that begins at the following s-of-progressivism/2. Have students write and perform a song that expresses the beliefs of theGrange, Farmers’ Alliance, or Populists. Use the tune of a familiar song.Examples: Grange (sung to the tune of Home on the Range) Farmers’ Alliance (sung to Farmer in the Dell) Populists (sung to Pop Goes the Weasel)Nebraska Department of Education Content Area StandardsSocial StudiesSS 8.4.2; SS 8.4.4; SS 8.4.5; SS HS.4.2; SS HS.4.3; SS HS.4.4; SS HS.4.5Language ArtsLA 8.1.6 Comprehension; LA 8.4.14
1875-1899 Roots of Progressivism3William Jennings Bryan inFull Oratorical SplendorActivity Grade Level8 HSactivityPhotograph Analysis1. Project or photocopy the photograph of William JenningsBryan in the Roots of Progressivism section in the1875 – 1899 timeline of Nebraska oots-ofprogressivism/william-jennings-bryan/2. Then have students complete the National ArchivesPhotograph Analysis Worksheet at the end of thisdocument.3. Discuss as a class.Nebraska Department of Education Content Area StandardsSocial Studies By the end of eighth grade, students will:SS 8.4.4; SS 8.4.5; SS HS.4.2; SS HS.4.3; SS HS.4.4; SS HS.4.5Language ArtsLA 8.1.6 Comprehension; LA 8.4.15
1875-1899Roots ofProgressivismresourcespagePhotograph Analysis Worksheet7Nebraska Department of Education Academic Standards Nebraska Department of Education Social Studies and History inal-11-2019.pdfNational Archives http://www.archives.gov/index.htmlLibrary of Congress Learning Page Lesson Planshttps://www.loc.gov/search/?in &q lesson plans&new true&st
1875-1899 Roots of ProgressivismresourcesNational Archives:Photograph Analysis WorksheetSTEP 1. OBSERVATIONA. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individualitems. Next, divide the photo into quadrants and study each section to see what new details become visible.B. Use the chart below to list people, objects, and activities in the photograph.PEOPLEOBJECTSACTIVITIESSTEP 2. INFERENCEBased on what you have observed above, list three things you might infer from this photograph.STEP 3. QUESTIONSA. What questions does this photograph raise in your mind?.B. Where could you find answers to them?.Designed and developed by the Education Staff National Archives and Records Administration, Washington, DC 20408 http://www.archives.gov7
1850-1874 topicappendixNebraska Department of EducationContent Area StandardsSocial Studies Standards8SS 8.4.1 Analyze patterns of continuityand change over time in the UnitedStates history.SS 8.4.4 Evaluate and interpretsources for perspective and historicalcontext.SS 8.4.5 Apply the inquiry processto construct and answer historicalquestions.HSSS HS.4.2 Analyze the complexity ofthe interaction of multiple perspectivesto investigate causes and effects ofsignificant events in the developmentof history.SS HS.4.3 Examine historical eventsfrom the perspectives of marginalizedand underrepresented groups.SS HS.4.4 Evaluate sources forperspective, limitations, accuracy, andhistorical context.SS HS.4.5 Apply the inquiry processto construct and answer historicalquestions.A1
1850-1874 topicappendixNebraska Department of EducationContent Area StandardsLanguage Arts Standards8LA 8.1.6 Comprehension: Students willconstruct meaning by applying priorknowledge, using text information,and monitoring comprehension whilereading increasingly complex gradelevel literary and informational text.LA 8.4.1 Information Fluency: Studentswill evaluate, create, and communicateinformation in a variety of media andformats (textual, visual, and digital).A2
activities 1875-1899 Rots f Prgressivism Created by Becky Boswell, Lefler Middle School, LPS & Car
