 |
 |
Farmers, the Populist Party, and Mississippi (1870-1900) lesson plan
Karla Smith, Biloxi, Mississippi
OVERVIEW
As a whole, American society experienced economic prosperity due to
the enormous industrialization in 19th-century America. Even though
the United States thrived economically at this time, segments of society
failed to benefit from the country’s industrial and financial
transformation. American farmers experienced great difficulty in making
the transition to a more urban and industrialized society. Out of this
difficulty grew political organizations that addressed the grievances
and concerns of the American farmer.
CURRICULAR CONNECTIONS
Mississippi Studies Framework: Competencies 1, 2, 3, 4 and 5.
TEACHING LEVELS
Grades 7 through 12.
MATERIALS AND EQUIPMENT
| |
Mississippi History Now article |
| |
Chalkboard and chalk |
| |
Overhead projector and pen |
| |
Internet access and computer |
| |
Notebooks |
| |
Various reference books |
| |
Unlined paper |
| |
Colored pencils and markers |
| |
Glue and scissors |
| |
Construction paper |
OBJECTIVES
Students will:
| |
determine the cause and effect of a
historical event. |
| |
draw conclusions about statistical
data and maps. |
| |
compose a campaign speech for a Populist candidate. |
| |
design a political poster and badge for the Populist Party. |
OPENING THE LESSON
Ask the students to ponder the following questions
and solicit for student responses to the questions:
|
| |
What technological devices have been
developed within the last decade? |
| |
Have these new technological devices made your
life more convenient? If yes, explain. |
| |
Have these new devices had an impact on the American job market?
(Example: The use of e-mail and fax machines has created less
of a demand for use of the American postal service). |
|
Explain to the class that they will
analyze another period in American history where advanced technology
tremendously affected American society. |
DEVELOPING THE LESSON
| |
Place the chart below on the chalkboard
or an overhead transparency. Ask the students to copy the chart
into their notebooks. Allow students to work independently or
with a partner to complete the chart by using the Mississippi
History Now article. Students should only complete a cause
column or an effect column for each statement. |
|
|
Ask for student volunteers to share their answers with
the class. The teacher can record the student responses
on the chart. |
Cause |
|
Effect |
|
During the 1800s, the amount of land farmed
increased. |
|
|
Agricultural colleges were established. |
|
|
Farmers supported candidates at the state
and national level. |
|
|
Third parties were not organized throughout
the South. |
|
|
The Populist Party was established. |
|
|
|
|
| |
Instruct the students to research the
presidential election of 1892. It was in this election that the
Populist Party nominated James B. Weaver for president and James
G. Field for vice president. Have the students locate the electoral
results for the presidential candidates in the 1892 election.
Have the students color-code the states on a hand-drawn U.S. map
or a duplicated map according to which candidate won the electoral
votes for each of the states and/or territories. Have the students
create a key for the electoral votes. It may be necessary to explain
the Electoral College and the election process if students are
unfamiliar with this process. Students can work independently
or with a partner on this portion of the assignment. Allow the
students to use various resources, including the Internet, to
locate the election results for this election. The teacher may
also choose to provide the results for the students. |
| |
Have the students write four conclusions about
the electoral results of the presidential election of 1892. Ask
for student volunteers to share their conclusions with the class.
Example: Democratic candidate Grover Cleveland won the southern
states out of voter fear that a third party would endanger white
supremacy. |
| |
Place the students into groups of no more than
three or four. Tell the students that they are members of the
Populist Party. It is their job to write a campaign speech for
their candidate as well as design a campaign poster and button.
Have the students use the Mississippi History Now article
as well as other resources to design their campaign materials.
The students can also use the Omaha platform of 1892, which listed
the grievances and goals of the American farmers, to create their
campaign materials. |
| |
Each group should choose one member to read their
campaign speech. The students can present their speeches in a
political rally format where remaining members of the group can
display their posters and campaign badges. With all the candidates
representing the Populist Party, this would be a great opportunity
to explain the primary process to students. |
CLOSING THE LESSON
Ask each student to compose a response to the following question:
How will continued technological advancement impact the American economy
and job market? (Students should anticipate the development of technological
devices and how they will affect American society).
ASSESSING STUDENT LEARNING
| |
Class participation |
| |
Chart |
| |
Map and conclusions |
| |
Campaign speeches, posters and badges |
| |
Paragraphs |
EXTENDING THE LESSON
| |
Design political cartoons about the presidential
election of 1892 and the Populist Party. |
| |
Research leaders of the Populist Party. |
| |
Invite local and/or state elected officials to
speak to your class about the importance of the political process
and voting. |
|
