differences, discrimination, etc). Days Standards Activities Learning Targets (“I Vocabulary Can” Statements) Days Progressivism Apply terms relevant to the content appropriately Historical Perspective Progressivism and accurately.A.1.a I can explain the 37-54 Muckraker (Progressive Identify and interpret different types of primary and reasons people called Jacob Riis Movement, secondary sources of fundamental importance for reform at the turn Bellringer Social Gospel Suffrage and relevance to topical inquiry and understanding of the century. Chapter Outlines Temperance movement Movement) A.1.b I can describe various Notes Margret Sanger Interpret timelines of key historical events, people, reforms of the Primary sources Suffrage and periods; locate significant historical places Progressive Terms & People Carrie Chapman Catt and events on maps A.1.c Movement. Teddy Roosevelt Alice Paul Analyze the importance of context and point of I can discuss the role Reading 19th Amendment view in historical interpretation (e.g., interpret past women played in Time Magazine Cover Americanization events and issues in historical context rather than pushing issues Essential Vocabulary Theodore Roosevelt in terms of present norms and values); recognize forward during the Test Deal progressive that historians interpret the same events Common Assessment Hepburn Act movement. differently due to personal values and societal Meat Inspection Act Government norms A.1.D Pure Food and Drug Analyze and evaluate historical sources and I can explain how Act interpretations (e.g., credibility, perspective, bias, Theodore Roosevelt and authenticity; verifiable or unverifiable; fact or used his presidency John Muir interpretation) A.1.E to push reforms. Gifford Pinchot Utilize research strategies, methods, and sources I can describe the Progressive Party to obtain, organize, and interpret historical data progressive reforms A.1.F pushed by Taft and Compose arguments/position papers, and Wilson. participate in debates on different interpretations I can describe the of the same historical events; synthesize primary reforms the federal and secondary sources to justify position A.1.G government pushed Compose an analytical, historical essay containing during the a thesis, supporting evidence, and a conclusion Progressive A.1.h. movement. Identify, analyze, and understand elements of I can describe how historical and effect; recognize and the role of the understand patterns of change and continuity in presidency changed history.A.1.i during the Develop open-ended historical questions that can Progressive be addressed through historical research and movement. interpretation. A.1.j Geography I can identify the environmental
differences, discrimination, etc). Days Standards Activities Learning Targets (“I Can” Statements) Vocabulary Days 37-54 Progressivism (Progressive Movement, Suffrage Movement) Apply terms relevant to the content appropriately and accurately.A.1.a Identify and interpret different types of primary and secondary sources of fundamental importance and relevance to topical inquiry and understanding A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical and effect; recognize and understand patterns of change and continuity in history.A.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Bellringer Chapter Outlines Notes Primary sources Terms & People Teddy Roosevelt Reading Time Magazine Cover Essential Vocabulary Test Common Assessment Historical Perspective I can explain the reasons people called for reform at the turn of the century. I can describe various reforms of the Progressive Movement. I can discuss the role women played in pushing issues forward during the progressive movement. Government I can explain how Theodore Roosevelt used his presidency to push reforms. I can describe the progressive reforms pushed by Taft and Wilson. I can describe the reforms the federal government pushed during the Progressive movement. I can describe how the role of the presidency changed during the Progressive movement. Geography I can identify the environmental Progressivism Muckraker Jacob Riis Social Gospel Temperance movement Margret Sanger Suffrage Carrie Chapman Catt Alice Paul 19th Amendment Americanization Theodore Roosevelt Deal Hepburn Act Meat Inspection Act Pure Food and Drug Act John Muir Gifford Pinchot Progressive Party
Curriculum%20Map%20US%20%202012-2013(1).docx