Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links to U.S. history sites.

Allow one week to teach this chapter.

If a multiple-choice question appears easy, it really might be. Students should not automatically think that it is a trick question, but they should evaluate each answer carefully.

This chapter discusses the progressive movement at three levels of government: city, state, and national. It is worth noting that the reform movement began on the local level and moved upward. Students should not confuse progressivism with socialism. Some students may think that any government regulation is "socialistic" in nature. In truth, the progressives sought to make capitalism work more effectively. Socialism, on the other hand, is a political and economic philosophy that seeks to develop a classless society through public ownership of all means of production and channels of distribution.

The three major themes of the chapter are (1) the differences between Theodore Roosevelt's Square Deal and Woodrow Wilson's New Frontier, (2) the moral concern that lay at the root of the progressive movement, and (3) what the authors of the text refer to as the "ambiguous attitudes" of the reformers toward the people they were trying to help.

It would be useful to have students compare the response of African Americans to their declining rights. Help students to see the connection between the rise of Jim Crow laws and Ida B. Wells's anti-lynching campaign. Compare and contrast the two philosophies of Booker T. Washington, who represented a retreat from earlier demands, and W.E.B. Du Bois, who advocated action.

As a summarizing activity for this chapter and a review tool for the AP* exam, have students complete a chart comparing and contrasting the policies of Roosevelt's Square Deal with those of Wilson's New Frontier.

You might also find these additional readings useful in developing students' background knowledge or for DBQ activities: