Oklahoma Social Studies USH.C.2.4.D
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.2.4
- Analyze and compare the personalities, actions and policies of presidents during the Progressive Era.
Describe the work of President Woodrow Wilson’s administration, including the promises of “New Freedom” and passage of the Federal Reserve Act.
Oklahoma Academic Standards for Social Studies (2026) · USH.C.2.4
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain what Wilson promised under New Freedom, including lower tariffs, stronger competition laws, and banking reform. They describe how the Federal Reserve Act created regional reserve banks and federal oversight of the banking system.
What Mastery Looks Like
- A student can connect the promise of banking reform to the 1913 law. They can explain that regional reserve banks could lend to banks when money was tight, not directly to individual depositors.
Common Misconceptions
- Students may think New Freedom was one law rather than a set of proposals. Some think the Federal Reserve Act replaced private banks or guaranteed that no bank would fail.
How to Assess It
- Exit ticket: Name one New Freedom promise. Then explain one change the Federal Reserve Act made to banking.
Lesson moves
Ways to Teach It
Give groups paper money and stage a rush of bank withdrawals, then add a regional reserve bank that can lend to banks.
Ask students to write: How did the Federal Reserve Act address Wilson’s promise to reform banking?
Use cards labeled lower tariffs, antitrust laws, and banking reform; students match each to a short description of Wilson’s actions.
Pass around a dollar bill; students find “Federal Reserve Note” and write how the 1913 law relates to that label.
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