Oklahoma Social Studies USH.C.2.1.B
The Standard
- USH.C.2
- Analyze the social, economic, and political changes that occurred during the American Industrial Revolution, the Gilded Age, and reform movements.
- USH.C.2.1
- Evaluate the transformation of American society, economy, politics, and culture during the American Industrial Revolution.
Describe the changing role of the American farmer, including the establishment of the Granger movement.
Oklahoma Academic Standards for Social Studies (2026) · USH.C.2.1
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students describe how machines, railroads, and distant markets changed farm work and income. They explain why farmers formed the Grange and what its members wanted to change.
What Mastery Looks Like
- A student can explain why a bigger harvest might not mean a bigger profit when crop prices fall or shipping costs rise. They can describe how Grange members worked together to challenge high railroad and grain storage rates.
Common Misconceptions
- Students may think the Grange was a government agency rather than a group farmers started. They may also assume new machines made every farmer richer, overlooking debt and shipping costs.
How to Assess It
- Exit ticket: A farmer buys a reaper but pays high rail fees to sell wheat in another state. Name two changes in farming and explain why this farmer might join the Grange.
Lesson moves
Ways to Teach It
Have students sort cards showing reapers, railroad bills, and crop prices into changes in farm work and changes in farm income.
Ask students to write three sentences answering: Why might a farmer harvest more wheat but earn less money?
Hold a mock Grange meeting: give groups a railroad rate card and have them vote on one demand to make.
Compare a mock produce delivery bill with an 1870s railroad rate card, then calculate how each shipping charge cuts a farmer's earnings.
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