Lesson Introduction / Hook

To introduce the main topic of the lesson, begin with a think-pair-share activity to ask students to consider the following questions (10 minutes):

1. What is your definition of “progress”?
2. How do you see “progress” happening in society or in your community today?
3. Through what means does a society or individual reach “progress”?

[These questions can also be shared with students via an entrance slip or posted/provided prior to the class period to allow for more class time for discussion.]

Direct Instruction

To follow up on student responses and introduce the main topic, show the brief video on the Progressive Movement from the NWHM website for an overview of how these aspects from the prior section were part of the major events taking place in the late 1800s and early 1900s in the U.S. For additional context, a longer video or summary describing the main goals and broader historical elements of the Progressive Movement can also be shown if this has not been covered in prior material or other facets of the class. If needed, share a reminder of the primary source analysis process here to remind students of how they should approach reading and interpreting historical sources. [A walk-through demonstration of reading another similar source from the same time period or showing an example and going through the process together as a class can also be provided as well.]

Guided Practice

Randomly divide students into 3 groups (or multiple groups of 2-3 depending on class size and manageability) and assign each group one of the major Progressive Movement figures—Jane Addams, Mary Harris Jones, or Ida B. Wells. Each group should begin by researching their individual focus figure through first reading their secondary biography account from the NWHM resources to gain an understanding of their figure’s background and perspectives on issues of the time period. [This can be completed prior to class time as a homework assignment or extended to encompass additional material for more advanced students.] Next, students will follow the Library of Congress’s guidelines for primary source analysis to read the accompanying primary source excerpt related to their figure and record their observations, reflections, questions, and areas for further investigation.

After this first round is complete (or on day 2 if splitting across multiple shorter class periods), students will be regrouped (randomly or assigned depending on teacher discretion) into small groups of 3 (or as close to this number as possible) so that each group contains at least one “expert” on each of the three major figures. Students will then participate in a group discussion to summarize and share their findings from the first round and fill in a similarity/difference T-chart to compare and contrast their figure’s views with those of the other progressive figures included. A whole class discussion will follow to share major takeaways from the multiple rounds of small group discussions.

Independent Practice

Upon the completion of the group discussions, similarity/difference T-chart, and class share out, students will write a reflection paragraph response that addresses the question:

1. How did the causes and work of these women overlap, reinforce, or compete with one another during the Progressive Era?

In their responses, students should develop a thesis or position statement as well as incorporate source evidence in their response. This portion can also be completed as homework if class time does not allow.

Closure / Exit Ticket

Students can complete their paragraph response at the end of the class period or for homework, and a final discussion opportunity for students to share their responses can be provided at the end of the lesson time permitting.