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Description
OVERVIEW
In this lesson, students will participate in a stations activity, reading passages on various topics within the Texas Progressive movement to identify and record key information related to suffrage, prohibition, and various social, economic, and political reforms in Texas.
LESSON TIME
This lesson will take approximately 45 – 90 minutes.
Exact times may vary based on the specific needs of individual classes.
ESSENTIAL QUESTION
- What was the Progressive movement, and how did the movement develop in the U.S. and Texas? What were some of the issues the Progressives focused on in Texas? How did these issues affect Texas socially, economically, and politically?
Teacher Tools
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Lesson Plan, Teacher Guide, Sources
Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included.
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This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson.
It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading and answering questions including sentence stems for in-class responses. It concludes with the exit ticket.
Student Activities
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Warm-up & Exit Ticket
In this printable warm-up / bell-ringer activity, students will read five statements related to various topics in the Progressive movement to determine which person or group of people would have been most likely to have made each statement. Statements are related to the labor movement, Prohibition, Suffrage, education reform, and civil rights.
In this exit ticket, students will consider which Progressive issue they might have supported had they lived through the Progressive movement. They will record their thoughts using a sentence stem.
The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit on the back.
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This printable material provides three stations (Women’s Suffrage, Prohibition, and Political, Economic, and Social Reform.) Each station contains 4 half-page readings that students will use to complete their work. Recommended use: Print at least 2 sets of each station and cut the materials to separate the 4 readings.
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Grade Level Work
In this printable assignment, students will answer 3 short, constructed response questions about their assigned reading.
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In this printable assignment, students will answer 3 questions about their assigned reading. Questions include multiple-choice and short, constructed response with sentence stems and response options.
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In this printable assignment, students will answer 4 short, constructed response questions about their assigned reading.
Sources
Previews and links to sources referenced in this lesson.
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The Sunday Gazetteer. (Denison, Tex.) Sunday, June 3, 1894
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Minnie Fisher Cunningham for U.S. Senate
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Texas women gathered to register to vote, 1917
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The Daily Fort Worth Democrat. (Fort Worth, Tex.) Friday, January 5, 1877
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Gulf Oil men working on a pipeline
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J.H.P. Davis Bank, Morton and 3rd, Richmond, TX 1902
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African American schoolhouse
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Floresville School
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Road repair crew, 1920
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Street paving crew, 1928
Rights
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