The Progressive Movement - What Was Its Impact?
Lesson 3: Students Create Exhibits
Time Estimated: 3 days
- Use what they have learned about working with photos, cartoons and documents and apply this to additional sources not yet seen.
- Share their findings from the primary sources with their group and problem-solve in order to make sense of their sources.
- Work with their group to put together their group’s exhibit – selecting primary sources to exhibit, writing captions for their primary sources, and arranging and presenting this in an accurate and attractive presentation.
- Select two group members to “be” Progressives and/or opponents to speak with visitors about their roles.
- Work effectively in these small groups to produce their portion of the class exhibit on the Progressive Movement.
- Rubric for the exhibit that includes criteria for selection and use of primary sources, grasp of the connection to the Progressives, organization, presentation, and group work skills
- Five packets with sources on each of the five topics: each packet to include selected photos, cartoons and documents, questions on analyzing primary sources, and questions on problems, people, methods and solutions of Progressives (Two sets of questions for your exhibit). Primary sources from the five topic categories
- Child labor: Lewis Hine photos (assortment from mills, mines, and factories) as well as background info on Hine, excerpt from John Spargo on the work of a 12-year old boy in a coal mine, excerpt on child labor in NYC tenements, photos and descriptions from work at Hull House. [there is some interesting dicussion/analysis of photos by Riis and Hine on History Matters, Making Sense of Documentary Photography-- http://historymatters.gmu.edu/mse/Photos/ I’m not sure how much you could include, but it is worth noting that these aren’t candid]
- Working Conditions: photos, cartoons and document excerpts from Triangle Fire website, and excerpt from Annie Daniel document on work done in tenements, excerpt from Sinclair’s The Jungle on working conditions in meatpacking industry, excerpt from report on women working in tenements, and excerpt from Florence Kelley on women workers.
- Rise of Organized Labor: political cartoon on “the labor question,” an excerpt from Powderly’s autobiography, a bar graph on membership of the American Federation of Labor, excerpts from AFL appeal in 1893 to provide relief for workers, and excerpts from a debate on tactics labor should use.
- Women’s Suffrage: pro and anti suffrage cartoons and arguments, an excerpt from Alice Blackwell on why women should vote, letters from suffragists to each other on tactics they should use, and an excerpt from Carrie C. Catt’s address dealing with immigrants.
- Temperance Movement: an excerpt from Frances Willard on battling alcohol in the late 19th century, prohibitionist political cartoons from The Ram’s Horn, excerpts from documents of the Anti Saloon League, and excerpt from “A Visit to Chicago’s Saloons.”
- Five flip chart pages and markers
- Five three-panel display boards, colored paper, glue or tape and scissors
NOTE: Suggested time frame might be:
- Day 3: Understand guidelines, expectations and rubric, get into groups and select a topic, receive their packets with sources and questions, and begin work individually on primary sources.
- Day 4: Finish work individually on primary sources, pool findings on primary sources as a group and decide what they’ve learned about the problems, people, methods and solutions of their topic.
- Day 5: Select the photos, cartoons and documents they want to exhibit and write captions for each in their own words, decide who will “be” historical figures and plan what they will say to visitors, and begin to put the exhibit together.
- Explain that students will be working in small groups each on one topic of importance to Progressives – child labor, working conditions, the rise of organized labor, women’s suffrage or the temperance movement. Each group will be expected to:
- Work together fairly and cooperatively
- Examine, read and discuss the primary sources in their packet practicing the skills they have learned in the last few days to make sense of these sources.
- Put their findings on a three-panel display board selecting political cartoons, photographs and documents and writing their own captions.
- Use the Progressive Unit Timeline to correctly sequence the events for their topic.
- Select two students from their group to “be” people they have learned about – including Progressives. These two will speak in character with visitors to the exhibit. The other students will also speak with visitors, pointing out key parts of their exhibit and answering questions that visitors might have.
NOTE: Your audience or visitors can be students and teachers from another class or classes at the same grade level or from a different grade level, and/or parents and families of the students in your class.
- 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?
- The problem as they saw it
- Who the Progressives and their opponents were
- Their methods and solutions
- Their connections to today’s world.
Best to accommodate various reading levels as follows:
- Assist lower ability readers by selecting and defining more challenging words ahead of time and providing more guidance and attention to check for understanding.
- Provide higher level readers with more challenging materials such as larger excerpts and showing them how to check the websites for additional information.
The exhibit provides a variety of options for multiple intelligences such as: verbal work developing and revising captions, artistic/creative work on the layout and arrangement of the exhibit, and dramatic by “being” or role playing an historical figure.