Period 7 in the AP U.S. History curriculum is one of the most extensive, spanning from 1890 to 1945. This era begins with debates over imperialism and concludes with the end of World War II, encompassing a remarkable range of historical events such as the Progressive Era, the Roaring Twenties, the Great Depression, and both World Wars. Given the breadth of these topics, it’s no wonder that teachers may feel overwhelmed by the material (similar to the challenges of teaching Period 4).
One approach I’ve found particularly effective is engaging students with primary source documents. While every period in U.S. history offers rich primary sources, Period 7 is especially fertile ground. One of my go-to strategies for this period is the four-corner debate, which I often use when teaching about Progressivism.
As I’ve mentioned in previous posts, my teaching philosophy is rooted in what I call the “pot-hole” theory. The “pot-hole” approach to teaching history offers several advantages, particularly in a content-heavy course like AP U.S. History. By covering a broad range of topics quickly and then diving deeply into specific, critical moments or themes, students gain both a wide understanding of historical context and a focused, nuanced exploration of key ideas. This method allows students to make connections across different periods and events while also developing a deeper, more meaningful understanding of complex issues. For example, when teaching about the Progressive Era, the “pot-hole” approach allows you to skim through the general timeline and then zoom in on the philosophical differences between key figures like Taft, Roosevelt, Wilson, and Debs. This balance of breadth and depth helps students see the larger historical picture while fostering critical thinking and engagement with primary sources, which are essential skills for both the AP exam and historical analysis in general.
Today, I want to walk you through one of these deep dives using the four-corner debate, which serves as an excellent extension activity after students have completed some foundational reading and class discussion.
The first step is to hand out a set of readings, which students complete at home. For this activity, I provide a packet of primary source documents, along with a primary source document analysis form. The readings are short—each about two pages—so students end up with roughly eight pages in total. These readings are included as an attachment to this blog post.
This activity aligns with learning objective 7.4: The Progressives. The objective states, “On the national level, Progressives sought federal legislation that they believed would effectively regulate the economy, expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and women’s suffrage.” The readings focus on four key figures from the 1912 presidential election: William Howard Taft (incumbent president), Teddy Roosevelt (Progressive Party nominee), Woodrow Wilson (Democratic nominee), and Eugene V. Debs (leader of the American Socialist Party).
Once students have completed their reading for homework, I divide the classroom into four sections, each representing one of the thinkers. Students then write down which figure they most identify with based on the readings, keeping their choices secret to avoid peer influence. After they’ve revealed their selections, students move to the corner that corresponds to their chosen figure. Alternatively, you can assign students to groups to ensure a balanced start.
In their groups, students tackle a set of questions designed to dig deeper into their thinker’s ideas. Questions might include: What are the top five points of your thinker? Why are these points compelling? How would the other figures respond to these points? Why are those responses unconvincing? How does the thinker’s perspective fit within the historical context of the time? Do you agree that they are progressive? Why or why not? Why are there so many disagreements among like-minded thinkers—all of whom consider themselves to be progressives? These discussions help students articulate why they were drawn to their thinker’s ideas and provide a foundation for the upcoming debate.
After the initial group discussions, students get a chance to convince members of other groups to join them. Each group makes a two-minute pitch, trying to sway others to their side. Once all groups have made their cases, students are allowed to move to a different group if they found another argument more compelling.
In the next phase, groups take turns cross-examining one another. Each group formulates questions for the opposing sides, and students must answer these questions on the spot. To encourage broader participation, you might establish rules such as limiting how many times a student can speak during this phase. You could also pose questions yourself, asking each group to respond. After this round, students may move to a different group if they feel persuaded by the cross-examinations.
In the final stage, each group makes a closing plea, trying to convince the remaining students to join their side. After the final presentations, students are given one last opportunity to move. The group with the most members at the end is declared the winner of the four-corner debate.
What I love about this strategy is its flexibility—it can be adapted to various topics and content areas. More importantly, it fosters critical thinking, argumentation, and primary source analysis, all of which are essential skills for success in AP U.S. History and beyond. Students not only have to grasp the historical arguments of different figures but also synthesize that information to create and present their own arguments.
By using the four-corner debate to explore Progressivism, students gain a deeper understanding of the nuances within the movement. They come to appreciate the subtle differences between figures like Taft, Roosevelt, Wilson, and Debs, all of whom considered themselves Progressives but held widely divergent views. This activity also aligns closely with Key Concept 7.4 in the AP U.S. History curriculum, making it an ideal way to engage students with the complexities of early 20th-century American social, political, and economic thought.