Alabama Social Studies SS24.US1.18

SS24.US1.18 is a cluster heading. These are the individual standards under it.

• SS24.US1.18a

  Develop an argument supporting the significance of the National Farmers Alliance, Colored Farmers’ National Alliance, and the Grange in shaping the life of farm...

• SS24.US1.18b

  Assess the effectiveness of muckrakers’ use of literature, newspapers, photography, and other media to inspire change during the Progressive Era.

• SS24.US1.18c

  Summarize the rise of labor unions and their efforts to improve working conditions in industrial America.

• SS24.US1.18d

  Analyze the roles and differing viewpoints of female reformers and women’s organizations in guiding the women’s suffrage and temperance movements.

01

What Students Need to Do

Students explain why farmers and factory workers formed groups and what changes they sought. They describe how writers and photographers exposed problems. They compare women's efforts to win voting rights and restrict alcohol.

02

What Mastery Looks Like

A student explains how the Grange and both Farmers' Alliances organized farmers, including Black farmers who faced racial barriers. They connect a named exposé to public pressure for reform and describe a union demand. They distinguish suffrage from temperance and explain a disagreement among women reformers.

03

Common Misconceptions

Students may lump Populists and Progressives together, missing farmers' central role in the earlier movement. They may think an exposé passed a law by itself or that every strike succeeded. They may treat the two Farmers' Alliances as one group or assume all women reformers agreed.

04

How to Assess It

Exit ticket: List one farmer group, one muckraker, one union, and one women's group. For each, give a tactic and a change it sought.

1. 01

   Hand out three farmer group fact cards and railroad rate slips; have pairs match each group's proposed fixes to a farmer's bill.

2. 02

   Project a Lewis Hine child labor photo and a paragraph from The Jungle; ask students which would move voters more and why.

3. 03

   Run a reform match game: students pair AFL, the Grange, WCTU, and NAWSA cards with demands, tactics, and opponents.

4. 04

   Show a current fire exit sign and a short Triangle fire account; students name one safety demand a garment union might make.

• SS24.US1.17b

  Explain how various reform and reactionary movements emerged in response to the challenges of urbanization and immigration.

• SS24.5.2

  Describe Progressive Era political reforms in both the United States and Alabama.

• SS24.US1.20b

  Describe the political reforms passed during the Progressive Era.

• SS24.US1.6a

  Describe the changes in political culture during the Age of Reform, including the concept of Jacksonian democracy.