Alabama Social Studies SS24.US1.18a
The Standard
- SS24.US1.18
- Describe the emergence of the Populist and Progressive movements and explain changes brought about by individual reformers and organizations.
Develop an argument supporting the significance of the National Farmers Alliance, Colored Farmers’ National Alliance, and the Grange in shaping the life of farmers and promoting economic reform.
2024 Alabama Course of Study: Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students argue how three farm groups helped farmers and pushed for economic change. They use specific examples, such as cooperative buying, railroad rate campaigns, and demands for fairer credit.
What Mastery Looks Like
- Students connect the Grange to railroad reform and the National Farmers Alliance to cooperatives and credit reform. They explain how the Colored Farmers' National Alliance organized Black farmers who faced exclusion. They use those facts to support a claim, not just list the groups.
Common Misconceptions
- Students may treat the three groups as one organization or assume Black farmers had equal access to white-led alliances. They may also mistake proposed reforms, such as the subtreasury plan, for laws that passed.
How to Assess It
- Exit ticket: Argue why all three groups mattered to farmers. Name one action or goal for each group, then explain how those efforts addressed costs, credit, or political power.
Lesson moves
Ways to Teach It
Give pairs cards showing high rail fees, costly supplies, and racial exclusion; have them match each problem to a group's response.
Ask students to write: Why did Black farmers organize separately, and what economic demands did they share with white farmers?
Run a true-or-false round on Grange railroad campaigns, the unpassed subtreasury plan, and Black farmers' exclusion; students correct each false claim.
Compare a current garden-center seed price with a bulk-order price, then ask why Alliance members formed cooperative stores.
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