Oklahoma Social Studies USH.C.2.2.E
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.2.2
- Evaluate the efforts of major reform movements in addressing social issues.
Compare the viewpoints of early civil right leaders, such as Booker T. Washington, W.E.B. DuBois, and Ida B. Wells, in response to rising racial tensions.
Oklahoma Academic Standards for Social Studies (2026) · USH.C.2.2
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read short excerpts by Washington, Du Bois, and Wells. They identify what each leader urged people to do about racism, then compare their reasons.
What Mastery Looks Like
- A student can explain Washington's focus on job training and economic progress, Du Bois's demand for voting rights, and Wells's anti-lynching reporting. They can point to a phrase in each excerpt that supports their answer.
Common Misconceptions
- Students may think Washington believed economic progress would end racism on its own. They may lump Du Bois and Wells together, missing the difference between his push for voting rights and her investigations of lynching.
How to Assess It
- Exit ticket: “What action did Washington, Du Bois, and Wells each urge? Explain one difference between their approaches.”
Lesson moves
Ways to Teach It
Cut quote strips from Washington's Atlanta speech, Du Bois's The Souls of Black Folk, and Wells's Southern Horrors; students sort them by proposed action.
Ask: “Would job training, voting rights, or public reporting do the most to challenge Jim Crow in 1900? Use two leaders' words.”
Read a short leader quote aloud; pairs hold up Washington, Du Bois, or Wells cards and explain the clue that led to their choice.
Give students a recent news article about a civil rights campaign; have them compare its use of evidence with Wells's reporting.
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