Idaho Social Studies 9-12.US2.2
The Standard
Evaluate Progressivism’s impact on circumstances and policies. These may include: • Exploitation of labor • Child labor • Spoils systems of government hiring • Machine politics • Corruption • Immigration tension • Women’s suffrage • Prohibition • Race relations • Eugenics
Idaho Content Standards: K-12 Social Studies · Progressivism and Imperialism, 1890 - 1920
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students trace how reformers tried to change working conditions, government hiring, voting rights, and public behavior. They use evidence to judge who benefited, who was left out, and which policies caused harm.
What Mastery Looks Like
- A student can connect a child labor law to the conditions it addressed and explain why the law did not end child labor. They can explain how women's suffrage expanded voting rights while Jim Crow rules still blocked many Black women from voting. They can identify eugenics as a harmful policy supported by some reformers.
Common Misconceptions
- Students may assume all Progressive reforms helped everyone. They may think the 19th Amendment removed every barrier to voting, or that the 1916 federal child labor law ended child labor, though the Supreme Court struck it down in 1918.
How to Assess It
- Exit ticket: Name one problem Progressive reformers tried to fix, one action they took, and one reason its results were limited. Use one detail from today's source.
Lesson moves
Ways to Teach It
Give pairs a Lewis Hine child labor photo and a short excerpt from the 1916 child labor law; have them mark the problem and response.
Ask students to write: Did Progressive reforms help everyone? Use the 19th Amendment and a source on Jim Crow voting rules.
Give pairs problem and reform cards, including patronage and civil service hiring; have them match each pair and explain one limit.
Place a current food label beside an excerpt from the 1906 Pure Food and Drug Act; ask students what shoppers can check today.
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