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The
Progressive Movement—what was its impact?
Lesson 2
Day 2
Title: Practice Working with Primary
Sources from the Progressive Era and Provide Students with a Timeline
of this Period
Objectives:
Students will:
- Analyze and interpret Progressive Era primary sources—written
documents and political cartoons—noting different perspectives
on urban political machines.
- Examine a timeline of this period to understand the historical context
in which the Progressives lived.
- Begin to define the problems faced, identify who Progressives were,
note how they got people to care about these problems, and what solutions
they advocated.
Materials (online
primary sources, student reading, activity sheets, supplies)
Strategies (include
opening or hook and closing)
- Do a quick check of the homework primary sources that students have
brought in, asking for examples of various categories, and correcting
as necessary.
- Model working with primary sources to learn more about the problem
of Urban Political Machines, using excerpts from Lincoln Steffens and
George Washington Plunkitt and a political cartoon by Thomas Nast. Do
this using an overhead projector with transparencies for each source.
[or LCD projector]
- Begin with the cartoon, “Let Us Prey” by Thomas Nast. Have
students answer these questions:
- What do you see in the cartoon, including objects and people, as
well as caption and words in the cartoon.
- Which of the things in the cartoons are symbols? What do you think
the symbols mean?
- Explain the message of the cartoon.
- What special interest groups would agree/disagree with the cartoon’s
message? Why?
- Next read each document excerpt aloud, starting with Steffens, then
Plunkitt. Define words as necessary.
- For each document excerpt have students answer these questions:
- Who is the author? When was it written?
- What are two things the author said that you think are important?
- Why do you think this document was written?
- What question(s) does this document raise in your mind?
- Using these three sources, how would you describe urban political
machines?
- Next, have students work in pairs circulating around three learning
stations to examine a timeline (divided in three pieces) of this period
to understand the historical context in which the Progressives lived.
- Set this up as a carousel with learning three stations around the
classroom. The enlarged copy of the timeline will be in three sections:
- 1879-1899
- 1900-1910
- 1911-1920
- Students working in pairs will stop at each station and, using the
Progressive timeline chart to answer the following questions:
- What problems do Progressives seem to be trying to solve?
- Who—individuals and organizations—were the Progressives?
- How did Progressives get people to care about their problems?
- What solutions did they advocate?
- Have students go from one station to the next, examining and discussing
the timeline and answering the questions. Circulate to support and direct
as necessary.
- Leave five to ten minutes at the end of the period for pairs to sort
out what they have found and ask students to share out voluntarily,
trying to get many involved.
- Homework: To be sure that all students get the big picture before
they divide up into groups and work on one of five topics, distribute
copies of the Progressive Unit Timeline at the end of class so that
they can take it home with them to complete the chart on their own.
Differentiation
This lesson builds on and enhances both visual literacy skills
(with a focus on the cartoon) and close reading of documents by providing
a structure or scaffolding. It also accommodates kinesthetic learners
by providing an opportunity to walk around and learn (learning stations).
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