STANDARD 1: HISTORY - Pearson School · PDF filePrentice Hall: America Pathways to the Present, Modern American History '2002 Correlated to: Arizona Academic Standards and Accountability

Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:

Arizona Academic Standards and AccountabilitySocial Studies Standards ¥ Proficiency

(Grades 9 — 12)

SE = Student Edition TE = Teacher s Edition TR= Teaching Resources

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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))

STANDARD 1: HISTORYStudents analyze the human experience through time, recognize the relationships of events and people, and interpret significant patterns, themes, ideas,

beliefs, and turning points in Arizona, American, and world history.

*1SS-P1. Apply chronological and spatial thinking to understand the meaning, implications, and import of historical and current events.

PO 1. Compare the present with the past, evaluating the consequences of

past events and decisions and determining the lessons learned and

analyze how change occurs

SE: Why Study History? 83, 119, 145, 173, 201, 227, 251, 281, 305,

333, 371, 399, 421, 455, 481, 507, 559, 585, 611, 639, 671, 695,

719, 745, 810—811; Connecting to Today Activities, 85, 123, 147,

175, 203, 229, 253, 283, 307, 335, 373, 401, 423, 457, 483, 509,

535, 561, 587, 615, 543, 673, 697, 721, 747, 759, 766, 773, 782,

791, 799, 809

TR: See all corresponding activities in the Why Study History Booklet.

PO 2. Analyze how change occurs SE: Analyzing Time Lines, 25, 31, 35, 43, 66—67, 75, 82, 94, 102, 112,

118, 129, 136, 140, 144, 156, 162, 166, 172, 179, 183, 187, 195,

200, 210, 216, 221, 226, 235, 239, 245, 250, 262, 269, 275, 280,

289, 295, 300, 304, 312, 316, 321, 325, 332, 346, 351, 357, 363,

370, 378, 382, 387, 392, 398, 409, 414, 420, 435, 443, 449, 454,

463, 467, 473, 480, 490, 499, 506, 515, 521, 528, 532, 544, 550,

558, 568, 574, 579, 584, 594, 600, 605, 610, 621, 625, 629, 633,

638, 652, 658, 663, 669, 679, 683, 688, 694, 702, 707, 712, 718,

728, 737, 744; Recognizing Cause and Effect, 35, 67, 94, 147, 203,

210, 269, 357, 435, 535, 610, 638, 702; Tracing Cause and Effect,

579


Arizona Academic Standards and AccountabilitySocial Studies Standards ¥ Proficiency, (Grades 9 — 12)


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PO 3. Use a variety of maps and documents to interpret human movement

and the diffusion of ideas, technological innovations, and goods

SE: Skills for Life: Interpreting an Economic Activity Map, 26; How

Maps Show Change Over Time, 130; Using Cross-Sectional Maps,

157; Using a Time Zone Map, 270; Maps, 20, 24, 26, 29, 71, 72,

74, 77, 82, 90, 92, 108, 111, 114, 121, 130, 134, 142, 153, 157,

181, 186, 189, 194, 194, 270, 272, 274, 277, 279, 295, 304, 310,

319, 320, 329, 355, 389, 396, 407, 431, 433, 434, 439, 446, 476,

487, 494, 501, 504, 558, 572, 583, 618, 620, 637, 655, 681, 715,

731, 733, 734, 788, 840, 842, 842, 843, 845, 846, 848, 849, 850

*1SS-P2. Demonstrate knowledge of research sources and apply appropriate research methods, including framing open-ended questions, gatheringpertinent information, and evaluating the evidence and point of view contained within primary and secondary sources.

PO 1. I dentify community resources that preserve historical information--

such as libraries, museums, historical societies, a courthouse, the

world wide web, family records, elders--and explain how to access

this knowledge

SE: Students have an opportunity to explore community resources as they

complete the activities at the conclusion of each chapter. See

Connecting to Today Activities pages 85, 123, 147, 175, 203, 229,

253, 283, 307, 335, 373, 401, 423, 457, 483, 509, 535, 561, 587,

615, 543, 673, 697, 721, 747, 759, 766, 773, 782, 791, 799, and

809.




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PO 2. Identify an author s argument, viewpoint, or perspective in an

historical account

SE: Recognizing Bias, 35, 473, 480; Recognizing Ideologies, 289, 304,

346, 351, 373, 401, 509, 721, 728; Analyzing Political Cartoons,

35, 67, 85, 123, 147, 175, 203, 229, 253, 283, 307, 335, 373, 401,

423, 457, 483, 509, 535, 561, 587, 615, 543, 673, 697, 721, 747;

Analyzing Documents, 85, 123, 147, 175, 203, 229, 253, 283, 307,

335, 363, 373, 401, 423, 457, 483, 509, 535, 561, 587, 615, 543,

697, 721, 747; American Literature, 816—817, 818—819, 820—821,

822—823, 824—825, 826—827, 828—829, 830—831, 832—833,

834—835, 836—837

TE: 35, 289, 304, 346, 351, 473, 480, 509, 721, 728

TR: See Learning with Documents Booklet.

PO 3. Distinguish "facts" from author s opinions, and evaluate an author s

implicit and explicit philosophical assumptions, beliefs, or biases

about a subject

SE: Distinguishing Fact from Opinion, 283, 584; Distinguishing False

from Accurate Images, 175, 203, 398; Demonstrating Reasoned

Judgment, 67, 175, 221, 226, 307, 325, 335, 373, 423, 457, 535,

550, 615, 643, 663, 694, 749; Recognizing Bias, 35, 473, 480;

Recognizing Ideologies, 289, 304, 346, 351, 373, 401, 509, 721,

728; Analyzing Political Cartoons, 35, 67, 85, 123, 147, 175, 203,

229, 253, 283, 307, 335, 373, 401, 423, 457, 483, 509, 535, 561,

587, 615, 543, 673, 697, 721, 747; Analyzing Documents, 85, 123,

147, 175, 203, 229, 253, 283, 307, 335, 363, 373, 401, 423, 457,

483, 509, 535, 561, 587, 615, 543, 697, 721, 747; American

Literature, 816—817, 818—819, 820—821, 822—823, 824—825,

826—827, 828—829, 830—831, 832—833, 834—835, 836—837

TE: 35, 289, 304, 346, 351, 473, 480, 509, 721, 728





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PO 4. Compare and contrast different accounts of the same event, including

hypothesizing reasons for differences and similarities, authors use of

evidence, and distinctions between sound generalizations and

misleading oversimplifications

SE: Making Comparisons, 67, 123, 172, 175, 253, 409, 558, 568, 688,

718; Distinguishing False from Accurate Images, 175, 203, 398

TE: 67, 123, 172, 175, 253, 409, 558, 568, 688, 718


1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past eventsunfolded.

PO 1. S how connections between particular events and larger social,

economic, and political trends and developments

SE: Why Study History? 83, 119, 145, 173, 201, 227, 251, 281, 305,

333, 371, 399, 421, 455, 481, 507, 559, 585, 611, 639, 671, 695,

719, 745, 810—811; Connecting to Today Activities, 85, 123, 147,

175, 203, 229, 253, 283, 307, 335, 373, 401, 423, 457, 483, 509,

535, 561, 587, 615, 543, 673, 697, 721, 747, 759, 766, 773, 782,

791, 799, 809

TR: See all corresponding activities in the Why Study History Booklet.

PO 2. Interpret past events and issues within the context in which an event

unfolded rather than solely in terms of present day norms and values

SE: Turning Point, 70, 132, 155, 265, 397, 493, 577, 701; Geography

and History, 120—121, 188—189, 276—277, 388—389, 516—517,

612—613, 730—731; Chapter Review, 84—85, 122—123, 146—147,

174—175, 202—203, 228—229, 252—253, 282—283, 306—307,

334—335, 372—373, 400—401, 422—423, 456—457, 482—483,

508—509, 534—535, 560—561, 586—587, 614—615, 642—643,

672—673, 696—697, 720—721, 746—747, 759, 766, 773, 782, 791,

799, 809




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PO 3. Hypothesize how events could have taken different directions SE: Formulating Questions, 162, 179, 203, 463, 587, 669; Testing

Conclusions, 123, 295, 420, 673; Identifying Alternatives, 85, 123,

144, 166, 316, 449, 574

FOCUS: World History (Age of Enlightenment to Modern Age)

*1SS-P4. Describe the democratic and scientific revolutions as they evolved throughout the Enlightenment and their enduring effects on political,economic, and cultural institutions, with emphasis on:

PO 1. The Copernican view of the universe and Newton s natural laws SE: Teachers can encourage students to explore this issue as they begin

their study of the Spanish exploration of the Americas on pages

19—20.

PO 2. conflict between religion and the new scientific discoveries, including

the impact of Galileo s ideas and the introduction of the scientific

method as a means of understanding the universe

SE: Teachers can encourage students to explore this issue as they begin

their study of the Spanish exploration of the Americas on pages

19—20.

PO 3. ideas that led to parliamentary government and the rights of

Englishmen through the Puritan revolt and the Glorious Revolution

SE: For related information see Puritans pages 1 and 22 and Glorious

Revolution page 762.

PO 5. challenges to absolute monarchy, including the French Revolution SE: For related information see the French involvement with our

revolution on page 31.

PO 6. the Napoleonic Era, including the codification of law SE: For related information see the French involvement with our

revolution on page 31.




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PO 7. Latin America s wars of independence, including Simon Bolivar SE: For related information see Latin America pages 263—264.

*1SS-P5. Explain the causes and effects of the Industrial Revolution, with emphasis on:

PO 1. how scientific and technological changes promoted industrialization

in the textile industry in England

SE: For related information see: A Technological Revolution

pages151—156.

TE: 151—156

TR: Unit 1: 3—4, 15; Resource Pro CD-ROM Chapter 14

PO 2. the impact of the growth of population, rural-to-urban migrations,

growth of industrial cities, and emigration out of Europe

SE: For related information see: Cities and Suburbs pages 354—355;

Suburbs and Highways pages 514—515; Geography and History: The

Suburban Explosion pages 516—517; and The Rise of the Sunbelt

pages 730—731.

PO 3. t he evolution of work and the role of labor, including the demise of

slavery, division of labor, union movement, and impact of

immigration

SE: Students can explore this concept as they read about immigration and

the labor movement in the United States. See Industrialization and

Workers pages 163—166; The Great Strikes pages 167—172;

Industrialization and Workers pages 163—166; and The Great Strikes

pages 167—172.




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PO 4. the political and economic theories of capitalism and socialism,

including Adam Smith and Karl Marx

SE: Students examine capitalism and socialism as they read about Karl

Marx on page 167; socialism on pages 167—168 and 286; and

consumer economy on pages 347—348.

*1SS-P6. Analyze patterns of change during the nineteenth century era of imperialism from varied perspectives, with emphasis on:

PO 1. the clash between cultures, including the Zulu wars in Africa, the

Sepoy Rebellion in India, and the Boxer Rebellion in China

SE: For related information see Other Gains in the Pacific pages 268—269.

PO 2. the development of the British Empire around the world SE: See Great Britain and Imperialism pages 259—260 for related

information.

TE: 259—260

TR: Unit 2: 59—60. See Resource Pro CD-ROM Chapter 18.

PO 3. the nationalism that led to conflict between European nations as they

competed for raw materials and markets, including the rush for

colonies in Africa and Asia

SE: The Pressure to Expand, 259—262; The Spanish-American War,

263—269; Expansion Under Roosevelt and Taft, 271—277

TE: 263—269, 271—277

TR: Unit 2: 59—64, 70, 71; Learning with Documents, 24, 60, 94;

Decision-Making Activities, 34—35. See Resource Pro CD-ROM

Chapter 18.




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PO 4. the immediate and long-term responses by people under colonial rule Students can explore this objective with the following lessons:

SE: The Pressure to Expand, 259—262; The Spanish-American War,

263—269; Expansion Under Roosevelt and Taft, 271—277; Debating

America s New Role, 278—280

TE: 263—269, 271—277

TR: Unit 2: 59—64, 70, 71; Learning with Documents, 24, 60, 94;

Decision-Making Activities, 34—35. See Resource Pro CD-ROM

Chapter 18.

*1SS-P7. Trace the causes, effects and events of World War I, with emphasis on:

PO 1. the rise of nationalism, including the unification of Germany and

Otto Von Bismarck s leadership

SE: Causes of World War I, 309—310; The Conflict Expands, 310—311

TE: Background, 310

TR: Unit 2: 86—87; Learning with Documents, 26. See Resource Pro CD-

ROM Chapter 20.

PO 2. the rise of ethnic and ideological conflicts, including the Balkans,

Austria-Hungary, and the decline of the Ottoman Empire

SE: Causes of World War I, 309—310; The Conflict Expands, 310—311

TE: Background, 310

TR: Unit 2: 86—87; Learning with Documents, 26. See Resource Pro CD-

ROM Chapter 20.

PO 3. the importance of geographic factors in military decisions and

outcomes

SE: For related information see: The United States Declares War,

314—316; Americans on the European Front, 317—321

TR: Unit 2: 86—87, 99; Learning with Documents, 26. See Resource Pro

CD-ROM Chapter 20.




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PO 4. the human costs of the mechanization of war such as the machine

gun, airplane, gasoline, submarine, trench warfare, and tanks

SE: German Submarine Warfare, 314; Exploring Technology: World War

I Tank, 321; Stalemate, 310—311; Modern Warfare, 311

TR: See Resource Pro CD-ROM Chapter 20.

PO 5. the effects of the Russian Revolution and the implementation of

communist rule

SE: Russian Revolution, 341—342

TE: 341—342


PO 6. the conditions and failures of the Treaty of Versailles and the League

of Nations

SE: The Peace Treaty, 330; Prelude to Global War, 429—435

TE: The Versailles Treaty, 330

TR: Unit 4: 44-45; Decision-Making Activities, 40—41; Learning With

Documents, 66, 97. See Resource Pro CD-ROM Chapter 24.

1SS-P8. Analyze the causes and events of World War II, with emphasis on:

PO 1. the rise of totalitarianism and militarism in Japan and Germany SE: Fascism and Nazism, 429—430; Japan Builds an Empire, 432—433

TE: 429—430, 451—455

TR: Unit 4: 50—51, 56; Why Study History? 25. See Resource Pro CD-

ROM Chapter 24.

PO 2. Nazi Germany s attempts to eliminate the Jews and other minorities

through the Holocaust

SE: Fascism and Nazism, 429—430; The Holocaust, 451—455

TE: 429—430, 451—455

TR: Unit 4: 50—51, 56; Why Study History? 25. See Resource Pro CD-

ROM Chapter 24.




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PO 3. influence of world conflicts prior to World War II, including the

Spanish Civil War, Italian invasion of Ethiopia, and the Japanese

invasion of Manchuria

SE: Europe Goes to War, 430—431; Japan Builds an Empire, 432—433

TE: Global Connections, 431; Recent Scholarship, 432



PO 4. Germany s aggression that led to the war, including attempts at

appeasement

SE: Europe Goes to War, 430—431

TE: Global Connections, 431



PO 5. the Stalin-Hitler Pact of 1939 and the invasion of Poland SE: Fascism and Nazism, 429—430

TE: Global Connections, 431

TR: Unit 4: 44-45. See Resource Pro CD-ROM Chapter 24.

PO 6. the political, diplomatic and military leadership, including Winston

Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito,

Adolf Hitler, Benito Mussolini, George Patton, and Rommel

SE: Europe Goes to War, 430—432; The Road to Victory in Europe,

436—443; The War in the Pacific, 444—450

TE: 430—432, 436—443, 444—450


PO 7. the principal theaters of battle, major turning points, and geographic

factors in military decisions and outcomes, including Pearl Harbor, D

day invasion, the use of the atomic bomb, and the reasons for the

Allied victory

SE: Europe Goes to War, 430—432; The Road to Victory in Europe,

436—443; The War in the Pacific, 444—450

TE: 430—432, 436—443, 444—450

TR: Unit 4: 44—56. See Chapter 24 Interactive Student Tutorial CD-

ROM; Student Edition on Audiotape, American Heritage¤ CD-

ROM, Guided Reading Audiotapes, and Chapter Tests. See also all

Enrichment activities for Chapter 24.




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*1SS-P9. Analyze the international developments after World War II and during the Cold War, with emphasis on:

PO 1. war crimes trials, including the Nuremberg Trials SE: Nuremberg Trials, 454, 455

TE: 454, 455

TR: Why Study History? 25

PO 2. the creation of the modern state of Israel and conflicts in the Middle

East

SE: The Middle East, 504

TE: Biography, 504


PO 3. the rebuilding of Western Europe, including the Marshall Plan and

NATO

SE: Turning Point: The Marshall Plan, 492—493; NATO, 495

TE: The Berlin Airlift, 493; Write a Documentary, 495

TR: Unit 4: 72—73, 77—78. See Resource Pro CD-ROM Chapter 26.

PO 4. Soviet control of Eastern Europe, including the Warsaw Pact and

Hungarian Revolt

SE: Warsaw Pact, 495; Chart of NATO and Warsaw Pact Countries, 496;

Hungary, 487, 488, 503

TE: 495, 496

TR: Unit 4: 72—73, 77—78. See Resource Pro CD-ROM Chapter 26.

PO 5. the creation and role of the United Nations, including the Security

Council

SE: The United Nations, 486

TE: Customize for More Advanced Students, 486

PO 6. Mao Tse-tung and the Chinese Revolution, including the Long

March, Taiwan, and the Cultural Revolution

SE: The United Nations, 486

TE: Customize for More Advanced Students, 486

PO 7. t he legacy of genocide from totalitarian regimes, including Stalin,

Hitler, Mao, and Pol Pot

SE: Genocide, 321, 452—455




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PO 8. the reasons for the collapse of the Soviet Union and end of

communism in Europe

SE: The Cold War Ends, 715—717

TE: 715—717


*1SS-P10. Evaluate the ideologies and outcomes of independence movements in the developing world, with emphasis on:

PO 2. Gandhi s non-violence movement for India s independence SE: Mohandas Gandhi is introduced as students learn about his influence

on Martin Luther King, Jr. on page 566.

PO 3. the fight against apartheid in South Africa and evolution from white

minority government, including the role of Nelson Mandela

SE: South Africa, 733

TE: A Diverse Nation, 733

PO 4. the struggle for democracy in Latin America SE: Trouble Spots Abroad, 706

PO 5. the Mexican Revolution, including land and labor reforms SE: For related information see Mexican Immigration on pages 11, 215,

753, and 756.

FOCUS: United States/Arizona Modern History (Industrial Revolution to Current Issues)

*1SS-P11. Analyze the transformation of the American economy and the changing social and political conditions in the United States inresponse to the Industrial Revolution, with emphasis on:

PO 1. the forces behind the quick and successful growth of the United

States, including geographic security, abundant natural resources,

heavy foreign investment, individual and economic freedoms, skilled

but cheap and mobile labor, and use of tariffs and subsidies

SE: The Expansion of American Industry, 150; A Technological

Revolution, 151—157; The Growth of Big Business, 158—162;

Industrialization and Workers, 163—166; The Great Strikes, 167—172;

Chapter Review, 174—175

TE: 150A—150B, 150—175




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PO 2. innovations in technology, evolution of marketing techniques, and

changes to the standard of living

SE: A Technological Revolution, 151—156

TE: 151—156

TR: Unit 1: 3—4, 15; Resource Pro CD-ROM Chapter 14

PO 3. the development of monopolies and their impact on economic and

political policies, including laissez faire economics and the ideas of

Social Darwinism

SE: Gaining a Competitive Edge, 160—161; Effects on American Society,

161—162

TR: Unit 1: 5—6, 15; Primary Source Activity, 20; Decision Making

Activities, 30—31; Resource Pro CD-ROM Chapter 14

PO 4. the growth of cities created by the influx of immigrants and rural-to-

urban migrations of Americans and the racial and ethnic conflicts that

resulted

SE: Politics, Immigration, and Urban Life, 204; Politics in the Gilded

Age, 205—210; People on the Move, 211—216; The Challenge of the

Cities, 217—222; Ideas for Reform, 223—227, Chapter Review,

228—229

TR: Unit 1: 33—45; Learning With Documents, 22, 58; Why Study

History? 17. See Chapter 16 Interactive Student Tutorial CD-ROM;

Student Edition on Audiotape, American Heritage¤ CD-ROM,

Guided Reading Audiotapes, and Chapter Tests. See also all


PO 5. the efforts of workers to improve working conditions, including

organizing labor unions and strikes, and the reaction of business,

including strikebreakers, and the Bisbee Deportation

SE: Industrialization and Workers, 163—166; The Great Strikes, 167—172

TE: 163—172

TR: Unit 1: 7—10, 12, 13, 14; History s Lasting Impact, 10—11; Why

Study History? 15; Learning With Documents, 56; Resource Pro CD-

ROM Chapter 14

PO 6. Populism and William Jennings Bryan, Jane Addams, muckrakers,

and the economic problems faced by farmers

SE: Populism, 190—196; Cultural Conflicts, 366—370

TE: 190—196, 366—370




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PO 7. Theodore Roosevelt s reforms in trustbusting and conservation of

natural resources such as national parks like the Grand Canyon and

reclamation projects like the Salt River Project

SE: Federal Reforms, 293—295; Map of National Forests, Parks, and

Monuments, 295

TE: From the Archives of American Heritage¤, 292

TR: Units 2: 74

PO 8. progressive reforms, including the national income tax, direct election

of Senators, women s Suffrage, Prohibition, and Arizona s

Constitution

SE: The Era of Progressive Reform, 284; The Origins of Progressivism,

285—290; Progressive Legislation, 291—295; Progressive Presidents,

296—300; Suffrage at Last, 301—305; Chapter Review, 306—307

TE: 284A—284B, 284—307

*1SS-P12. Analyze the development of the American West and specifically Arizona, with emphasis on:

PO 1. the availability of cheap land and transportation, including the role of

the railroads and the use of immigrant Chinese and Irish labor

SE: Moving West, 177—179

TE: 177—179


PO 2. the development of resources and the resulting population and

economic patterns, including mining, ranching, and agriculture

SE: Farming, Mining, and Ranching, 184—189

TE: 184—189


PO 3. the effects of development on American Indians and Mexican

Americans, including Indian Wars, establishment of reservations, and

land displacement

SE: Farming, Mining, and Ranching, 184—189

TE: 184—189


*1SS-P13. Analyze the United States expanding role in the world during the late nineteenth and early twentieth centuries, with emphasis on:




15


PO 1. the causes for a change in foreign policy from isolationism to

intervention

SE: The Pressure to Expand, 259—262

TE: 259—262


PO 2. the debate between pro- and anti-imperialists over taking the

Philippines

SE: The Spanish American War, 263—269; Debating America s New Role,

278—280

TE: 263—269

TR: Unit 2: 63—64, 67; Learning with Documents, 60; Decision-Making

Activities, 34—35. See Resource Pro CD-ROM Chapter 18.

PO 3. the results of the Spanish American War SE: The Spanish American War, 263—269

TE: 263—269

TR: Unit 2: 63—64, 67; Learning with Documents, 60; Decision-Making

Activities, 34—35. See Resource Pro CD-ROM Chapter 18.

PO 4. the expanding influence in the Western hemisphere, including the

Panama Canal

SE: Expansion Under Roosevelt and Taft, 271—277; Debating America s

New Role, 278—280

TE: 271—277, 278—280

TR: Unit 2: 63—64, 70, 71; Learning with Documents, 24, 94; Why

Study History? 19. See Resource Pro CD-ROM Chapter 18.




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PO 5. the events that led to United States involvement in World War I and

the United States impact on the outcome

SE: The Road to War, 309—312; The United States Declares War,

314—316, Americans on the European Front, 317—321

TE: 309—312, 314—316, 317—321

TR: Unit 2: 86—87, 88—89, 90—91; Learning with Documents, 100. See

Resource Pro CD-ROM Chapter 10. See Chapter 10 Interactive

Student Tutorial CD-ROM; Student Edition on Audiotape, American

Heritage¤ CD-ROM, Guided Reading Audiotapes, and Chapter

Tests.

PO 6. the impact of World War I on the United States, including the Red

Scare

SE: The Road to War, 309—312; The United States Declares War,

314—316, Americans on the European Front, 317—321; Red Scare,

341—343

TE: 309—312, 314—316, 317—321, 341—343

TR: Unit 2: 86—87, 88—89, 90—91; Learning with Documents, 100. See




Tests.

PO 7. Wilson s involvement in the peace process and the United States

rejection of the League of Nations

SE: Global Peacemaker, 328—332

TE: 328—332

TR: Learning With Documents, 95; Comparing Primary Sources, 97—98

*1SS-P14. Analyze the major political, economic, and social developments that occurred between World War I and World War II, includingthe causes and effects of the Great Depression, with emphasis on:




17


PO 1. social liberation and conservative reaction during the 1920 s,

including flappers, Prohibition, Harlem Renaissance, and the Scopes

trial

SE: Society in the 1920s, 353—357; Mass Media and the Jazz Age,

358—365; Prohibition, 366—367; Scopes Trial, 368—369

TE: 358—365, 366—369

TR: Unit 3: 7—8, 9—10, 11—12, 16; Why Study History? 22. See also




Tests.

PO 2. the rise of mass production techniques and the impact of the

automobile and appliances on the prosperity and standard of living for

many Americans

SE: A Consumer Economy, 347—348; Ford and the Automobile, 348—35

TE: 347—351

TR: Learning with Documents, 63

PO 3. the causes of the Great Depression, including unequal distribution of

income, weaknesses in the farm sector, and the policies of the Federal

Reserve Bank

SE: The Economy in the Late 1920s, 375-378; The Stock Market Crash,

379—382; The Dust Bowl, 388—389

TE: 375—378, 379—383

PO 4. the human and natural crises of the Great Depression, including

unemployment, food lines, Dust Bowl, and the western migration of

Midwest farmers

SE: Society in the 1920s, 353—357; Mass Media and the Jazz Age,

358—365; Prohibition, 366—367; Scopes Trial, 368—369

TE: 358—365, 366—369

TR: Unit 3: 7—8, 9—10, 11—12, 16; Why Study History? 22. See also




Tests.




18


PO 5. the policies and controversies that emerged from the New Deal,

including the works programs, farm supports, social security,

advances in organized labor, challenges to the Supreme Court, and

impacts in Arizona such as the Navajo Livestock Reduction

SE: The New Deal, 402; Forging a New Deal, 403—409; The New Deal s

Critics, 410—415; Last Days of the New Deal, 416—420; Chapter

Review, 422—423

TE: 402A—402B

TR: Unit 3: 33—43; Learning with Documents, 29, 65; Decision-Making

Activities, 38—39; Why Study History? 24. See Chapter 23

Interactive Student Tutorial CD-ROM; Student Edition on

Audiotape, American Heritage¤ CD-ROM, Guided Reading

Audiotapes, and Chapter Tests. See also all Enrichment activities for

Chapter 23.

*1SS-P15. Analyze the role of the United States in World War II, with emphasis on:

PO 1. reasons the United States moved from a policy of isolationism to

international involvement, including Pearl Harbor

SE: Prelude to Global War, 429—435

TE: 429—435

TR: Unit 4: 44—45; Decision-Making Activities, 40—41; Learning With

Documents, 66, 97. See all Enrichment activities for Chapter 24.

PO 2. events on the home front to support the war effort, including war

bond drives, the mobilization of the war industry, women and

minorities in the work force, including Rosie the Riveter; the

internment of Japanese-Americans, including the camps in Poston and

on the Gila River Indian Reservation, Arizona

SE: World War II at Home, 458; The Shift to Wartime Production,

459—463; Daily Life on the Home Front, 464—469; Women and the

War, 470—474; The Struggle for Justice at Home, 475—480; Japanese

Americans, 478—480 Chapter Review, 482—483;

TE: 458A—458B; Recent Scholarship, 479; Geography in History, 479

TR: Unit 4: 50—51, 57—69; Why Study History? 25, 26; Learning with

Documents, 31, 67. See Chapter 25 Interactive Student Tutorial CD-

ROM; Student Edition on Audiotape, American Heritage¤ CD-

ROM, Guided Reading Audiotapes, and Chapter Tests. See also all





19


PO 3. Arizona contributions to the war effort, including the Navajo Code

Talkers, Ira Hayes, and local training bases

SE: For related information see Navajo Code Talkers on page 437.

PO 4. postwar prosperity and the reasons for it SE: The Postwar Economy, 511—515. See also Why Study History? You

Live in a Post-Industrial Society page 173 and Technology and You

in the Next Century pages 800—809

TE: 511—515, 800—809

*1SS-P16. Analyze the impact of World War II and the Cold War on United States foreign policy, with emphasis on:

PO 1. the implementation of the foreign policy of containment, including

the Truman Doctrine, the Berlin Blockade, Berlin Wall, Bay of Pigs,

Korea, and Vietnam

SE: The Cold War, 1945—1960, 484; Origins of the Cold War, 485—491;

The Cold War Abroad and at Home, 492—499; The Cold War

Expands, 500—507; Chapter Review, 508—509

TE: 484a—484b, 484—509

PO 2. the Red Scare, including McCarthyism and the House Un-American

Activities Committee

SE: The McCarthy Era, 502—503

TE: 502—503

TR: Unit 4: 74—75.

PO 3. nuclear weapons and the arms race SE: The Arms Race, 505—506: Why Study History? 507; Limiting

Nuclear Arms, 662—663

TE: 505—507, 662—663


PO 4. Sputnik and the space race SE: Sputnik, 506, 528; The Space Program, 543

TE: 506, 528, 543




20


PO 5. Arizona s industrial development, movement to the suburbs, and

growth in the "Sunbelt"

SE: The Suburban Explosion, 516—517

TE: 516—517

*1SS-P17. Analyze the development of voting and civil rights in the United States, with emphasis on:

PO 1. intent and impact of the Thirteenth, Fourteenth, and Fifteenth

Amendments to the Constitution

SE: Thirteenth Amendment, 116; Turning Point: Fourteenth Amendment,

132—133; The Fifteenth Amendment, 134—135; Major Reconstruction

Legislation, 144; Text of Amendments, 60—61

TE: 116, 132—135

TR: Unit 3: 81—82, 86; Learning with Documents, 90. See all


PO 2 segregation as enforced by Jim Crow laws SE: The World of Jim Crow, 242—245

TE: 242—245

TR: Unit 1: 50—51; Decision-Making Activities, 14—15. See all


PO 3. the use of the judicial system to secure civil rights, including key

court cases such as Brown v. Board of Education of Topeka

SE: Plessy v. Ferguson, 3, 11, 243, 530; Brown v. Board of Education,

530—532, 548, 563, 858

TE: 530—532

TR: Unit 4: 87—88; Learning with Documents, 33, 100; Decision-Making

Activities, 20—21. See all Enrichment activities for Chapter 27.




21


PO 4. the role and methods of civil rights advocates, including Martin

Luther King, Jr., Malcolm X, Rosa Parks, and Cesar Ch vez

SE: A. Phillip Randolph, 477; Thurgood Marshall, 530; Rosa Parks,

531; Martin Luther King, Jr., 565—566; James Baldwin, 580;

Malcolm X, 581—582; James Meredith, 585; Cesar Chavez, 597—598

TE: 477, 530, 531, 565—566, 581—582

TR: Unit 5: Biography: Thurgood Marshall, 23. See Resource Pro CD-

ROM Chapter 29.

PO 5. the passage and effect of voting rights legislation, including 1964

Civil Rights Act, Voting Act of 1965, and the Twenty-fourth

Amendment to the Constitution

SE: The Struggle Intensifies, 570—574; The Political Response, 575—579

TE: 562A—562BB

TR: Unit 5: 17—20; Learning with Documents, 35, 103. See Chapter 19




Chapter 29.

PO 6. the effects of the women s rights movement SE: The Women s Movement, 589—595, 709

TE: 589—595

TR: Unit 5: 29—30, 38—39, 41; Learning with Documents, 36; Decision-

Making Folder, 42—43. See all Enrichment activities for Chapter 30.

*1SS-P18. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the United States, withemphasis on:

PO 1. impact of changing technology on America s living patterns, popular

culture, and the environment, including the impact of automobiles,

dams, and air-conditioning to Arizona s development

SE: Chart of Comparison of Energy Sources, 691; A Program to Save

Energy, 691—693; The Information Age, 738—739; Technology and

You in the Next Century, 800—809

TE: 738—739, 800—809

TR: Unit 7: 33—37. See all Enrichment activities for Chapter 42.




22


PO 2. reasons for, and impact of, the nation s changing immigration policy,

including Mexico-United States border issues

SE: Johnson and Immigration Reform, 548; Changing Immigration

Policies, 740—741; Changing Population Patterns, 741; The Future of

Immigration, 742; Immigration and the Golden Door, 752—759

TR: Unit 5: 5—6; Unit 7: 3—7. See Resource Pro CD-ROM Chapters 28

& 36.

PO 3. the persistence of poverty, and the Great Society s attempt to alleviate

it

SE: The Great Society, 546—550

TE: 546—550

TR: Unit 5: 5—6; Learning with Documents, 34. See Chapter 28




Chapter 28.

PO 4. the "Watergate Scandal" and its impact on American attitudes about

government

SE: The Watergate Scandal, 664—669

TE: 664—669

TR: Unit 6: 64—65, 66—72; Learning with Documents, 74; Why Study

History? 33. See all Enrichment activities for Chapter 32.

STANDARD 2: CIVICS/GOVERNMENTStudents understand the ideals, rights, and responsibilities of citizenship, and the content, sources, and history of the founding documents of the

United States, with particular emphasis on the Constitution and how the government functions at the local, state, national, and international levels.

*2SS-P1. Explain the philosophical foundations of the American political system in terms of the inalienable rights of man and the purpose ofgovernment, with emphasis on:




23


PO 1. the basic principles of natural rights expressed by John Locke,

including the state of nature, property, equality, and dissolution of

government (Second Treatise of Government)

SE: For related information see The Constitution pages 36—43.

TE: Customize for More Advanced Students: John Locke, 33

PO 2. the foundational principles of laws by William Blackstone including

the nature of laws in general and the absolute rights of individuals

(Commentaries on the Laws of England)

SE: Students can explore this objective as they read Declaring

Independence page 30 and The Declaration of Independence pages

32—35.

PO 3. the importance to the Founders of the rights of Englishmen, the

Magna Carta, the representative government in England, and the

English Bill of Rights

SE: Magna Carta, 22

TE: 22

PO 4. the fundamental principles in the Declaration of Independence SE: Declaring Independence, 30; The Declaration of Independence, 32—35

TE: 30, 32—35

TR: Unit 1: 44—45, 53—54

PO 5. the moral and ethical ideals which have their antecedent in the Judeo-

Christian tradition


Independence page 30, The Declaration of Independence pages 32—35,

and The Constitution pages 36—43.

2SS-P2. Analyze the historical sources and ideals of the structure of the United States government, with emphasis on:




24


*PO 1. the principles of democracy and republican form of government

developed by the Greeks and Romans, respectively


Independence page 30, The Declaration of Independence pages 32—35,

and The Constitution pages 36—43.

PO 2. separation of powers (Charles de Montesquieu) SE: See A Three-Branched Government pages 39—40 and Separation of

Powers page 44.

*2SS-P3. Analyze why and how the United States Constitution was created by the framers, with emphasis on:

PO 1. failures of the Articles of Confederation that led to the Philadelphia

Convention

SE: The Articles of Confederation, 37; Criticism of the Articles, 37

TR: Unit 1: 57—69. See Resource Pro CD-ROM Chapter 5 and

Constitution Study Guide.

PO 2. proposals for representation in the Virginia and the New Jersey Plans

that led to the Great Compromise

SE: The Constitutional Convention, 38—43

TE: 38—43



PO 3. development of a federal system of government reserving powers to

the states and the people

SE: A New Plan of Government, 39—43. See also Why Study History?

The Debate Over States Rights Continues page 83.

TR: Unit 1: 57—69; Why Study History Booklet, 12. See Resource Pro

CD-ROM Chapter 5 and Constitution Study Guide.

PO 4. the Federalist and anti-Federalist positions SE: Ratifying the Constitution, 41






25


PO 5. the development of state constitutions and how this experience

influenced the framing of the United States Constitution and Bill of

Rights

SE: State Constitutions, 37

TE: Learning Styles, 37

*2SS-P4. Analyze the structure, powers, and roles of the legislative branch of the United States government, with emphasis on:

PO 1. specific powers delegated in Article I of the Constitution, checks and

balances such as veto override, impeachment, Senate confirmation of

appointments, and treaties

SE: A New Plan of Government, 39—41; The Constitution of the United

States, 46—51

TE: 39—41, 46—51



PO 2. the role of competing factions (The Federalist Number 10) SE: A New Plan of Government, 39—43. See also Why Study History?

The Debate Over States Rights Continues page 83.



PO 3. how the lawmaking process operates, including the role of leadership

within Congress


States, 46—51






26


PO 4. the influence of the unelected such as staff, lobbyists, and special

interest groups

SE: For related information see Why Study History? Americans Are

Skeptical About Government page 695 and You Need to Stay

Informed page 745.

TR: Why Study History Booklet, 34, 36

*2SS-P5. Analyze the structure, powers, and roles of the executive branch of the United States government, with emphasis on:

PO 1. specific powers delegated in Article II of the Constitution, including

checks and balances such as the veto and judicial appointment power


States, 51—54; The Powers of the President, 68; See also Why Study

History? Government Requires Checks and Balances page 671.



PO 2. the roles and duties of the presidency and the development and

function of the executive branch, including the cabinet and federal

bureaucracy


States, 51—54; Washington as President, 42—43; The Powers of the

President, 69



PO 3. election of the president through the nomination process, national

conventions, and electoral college

SE: Students can explore the election process as they read about the

Electoral College on page 40.

*2SS-P6. Analyze the structure, powers, and roles of the judicial branch of the United States government, including landmark United StatesSupreme Court decisions, with emphasis on:




27


PO 1. specific powers delegated by the Constitution in Article III and

judicial review developed in Marbury v. Madison (The FederalistNumber 80)


States, 54; The Powers of the Supreme Court, 69; See also Why

Study History? Government Requires Checks and Balances page 671.

TR: See Resource Pro CD-ROM Chapter 5 and Constitution Study

Guide.

PO 2. A dual court system of state and federal courts SE: For related information see The Constitution of the United States

page 54.


Guide.

*2SS-P7. Analyze the division and sharing of power within the federal system of government, with emphasis on:

PO 1. federalism, expressed powers, implied powers, inherent powers, and

concurrent powers


States, 46—54; Defining the Government s Powers, 68—69. See also

Why Study History? Government Requires Checks and Balances page

671.



PO 2. state sovereignty, the reserved powers, and the resulting conflicts

between federal, state, and local governments (The Federalist Number

45)


States, 46—54; Defining the Government s Powers, 68—69. See also

Why Study History? Government Requires Checks and Balances page

671.






28


PO 3. the issues of federalism raised in McCulloch v. Maryland SE: The Powers of the Supreme Court, 69


Guide.

PO 4. T he sovereignty of tribal governments SE For related information see Native American Struggles pages

601—605.

TE: 601—605

TR: Literature Activity: Units 9-10, 40

*2SS-P8. Analyze the rights, protections, limits, and freedoms included in the United States Constitution and the Bill of Rights, with emphasis on:

PO 1. Constitutional mandates such as the right of habeas corpus, no bill of

attainder, and the prohibition of ex post facto laws

SE: Fact Finder: The Bill of Rights, 41; Bill of Rights, 42

TR: See Resource Pro CD-ROM Chapter 5

PO 2. the First Amendment guarantees of freedom of religion, speech, press,

assembly, and petition



PO 3. t he Second Amendment right to bear arms SE: Fact Finder: The Bill of Rights, 41; Bill of Rights, 42. See also

Gun Control and Crime pages 760—766.

TR: Unit 7: 8—12. See Resource Pro CD-ROM Chapters 5 & 38.

PO 4. t he Fourth, Fifth, and Sixth Amendments of search and seizure, rights

of the accused, right to a fair and speedy trial, and other legal

protections



PO 5. the Fourteenth Amendment protection of due process and equal

protection under the law

SE: Turning Point: Fourteenth Amendment, 132—133

TR: See Resource Pro CD-ROM Chapter 13.




29


PO 6. conflicts which occur between rights, including the tensions between

the right to a fair trial and freedom of the press, and between majority

rule and individual rights

SE: Fact Finder: The Bill of Rights, 41; Bill of Rights, 42. See also

Gun Control and Crime pages 760—766. Supreme Court Cases:

Baker v. Carr, 550; Boynton v. Virginia, 571; Brown v. Board ofEducation, 530—532, 548, 563, 858; Escobedo v. Illinois, 549;

Gibbons v. Ogden, 859; Gideon v. Wainwright, 549; Korematsu v.United States, 480; Mapp v. Ohio, 549; Marbury v. Madison, 69;

McCulloch v. Maryland, 69; Miranda v. Arizona, 549; Muller v.Oregon, 293;

(Continued)

PO 6. conflicts which occur between rights, including the tensions between

the right to a fair trial and freedom of the press, and between majority

rule and individual rights

Munn v. Illinois, 9; Plessy v. Ferguson, 3, 11, 243, 530; Regents ofthe California v. Bakke, 694; Roe v. Wade, 593, 709—710; Schenck v.U.S., 342

TR: Unit 7: 8—12. See Resource Pro CD-ROM Chapters 5 & 38.

*2SS-P9. Analyze the structure, power, and organization of Arizona s government as expressed in the Arizona Constitution, with emphasis on:

PO 1. direct democracy by initiative, referendum, and recall processes SE: Voting, 135, 242, 243, 292, 543, 578—579, 657, 694, 695, 709;

Roots of the New Conservatism, 699—701; Politics in the 1990s,

723—731

TR: See Constitution Study Guide for relevant information.

PO 2. the election process including redistricting, voter registration, and

primaries

SE: Voting, 135, 242, 243, 292, 543, 578—579, 657, 694, 695, 709;

Roots of the New Conservatism, 699—701; Politics in the 1990s,

723—731


PO 3. Arizona s legislature, its structure, how a bill becomes law, and the

impeachment process

SE: For related information see The Constitution of the United States

pages 46—54 and Defining the Government s Powers pages 68—69.





30


PO 4. the five major executive officers and their specific powers SE: For related information see The Constitution of the United States



PO 5. Arizona’s courts, appointment of judges, and elections to retain

positions

SE: For related information see The Constitution of the United States



*2SS-P10. Demonstrate skills related to the duties and obligations of citizenship needed to participate in America s government, with emphasis on:

PO 1. the connections between self-interest, the common good, and the

essential element of civic virtue (George Washington s Farewell

Speech)

SE: For related information see: The Constitution pages 36—43; The

Constitution of the United States pages 44—67; and Civil Rights

Movement pages 562—587.

PO 2. obeying the law, serving on juries, paying taxes, voting, and military

service

SE: For related information see: The Constitution, 36—43; The

Constitution of the United States, 44—67; Civil Rights Movement,

562—587; Women s Movement, 589—595; Other Social Movements,

596—613; Politics in the 1990s, 723—731. Why Study History? You

Can Make a Difference, 305; You Can Help Achieve Racial Equality,

585; You Need to Stay Informed, 745. For related information see

Government Concepts: Civil Rights page 133.

TE: 36—43, 44—67, 562—587, 589—595, 596—613, 723—731

TR: See corresponding Constitution Study Guide and Why Study History

resource material.




31


PO 3. analyzing public issues, policy making, and evaluating candidates and

their positions

SE: Pathways to the Future: Immigration and the Golden Door,752—759;

Gun Control and Crime, 760—766; The Minimum Wage, 767—773;

Rethinking Entitlements, 774—782; The Debate Over Trade,

783—791; Foreign Policy after the Cold War, 792—799; Technology

and You in the Next Century, 800—809; Why Study History?, 83,

119, 145, 173, 201, 227, 251, 281, 305, 333, 371, 399, 421, 455,

481, 507, 533, 559, 585, 611, 639, 671, 695, 719, 745, 810—811

2SS-P11. Compare the United States system of politics and government to other systems of the world, with emphasis on:

*PO 1. advantages and disadvantages of unitary, confederate, and federal

systems

SE: The Constitution, 36—43; The Constitution of the United States,

44—67; Fascism and Nazism, 429—430; Monarchy, 432—433;

Socialism, 167—168, 286; Communism, 342, 429, 487—489;

Philippines, 265—268; Hawaii, 268

TE: 36—43, 44—67, 487—489; Global Connections, 431

TR: See related information the Constitution Study Guide.

PO 2. the ways powers are distributed and shared in a parliamentary system SE: For related information see Monarchy pages 432—433.




32


PO 3. free versus totalitarian systems of government SE: Fascism and Nazism, 429—430; Monarchy, 432—433; Socialism,

167—168, 286; Communism, 342, 429, 487—489

TR: See related information the Constitution Study Guide.

STANDARD 3: GEOGRAPHYStudents analyze locations, regions, and spatial connections, recognizing the natural and cultural processes that impact the way in which people and

societies live and interact with each other and their environment.

FOCUS: The Contemporary World

*3SS-P1. Acquire, process, and analyze geographic information about people, places and environments by constructing, interpreting, and usinggeographic tools, with emphasis on:




33


PO 1. constructing and interpreting maps to infer geographic relationships,

distributions, and features, including interpreting thematic maps of

world population growth and United States and international time

zones

SE: Skills for Life: Interpreting an Economic Activity Map, 26; How

Maps Show Change Over Time, 130; Using Cross-Sectional Maps,

157; Using a Time Zone Map, 270; Maps, 20, 24, 26, 29, 71, 72,

74, 77, 82, 90, 92, 108, 111, 114, 121, 130, 134, 142, 153, 157,

181, 186, 189, 194, 194, 270, 272, 274, 277, 279, 295, 304, 310,

319, 320, 329, 355, 389, 396, 407, 431, 433, 434, 439, 446, 476,

487, 494, 501, 504, 558, 572, 583, 618, 620, 637, 655, 681, 715,

731, 733, 734, 788, 840, 842, 842, 843, 845, 846, 848, 849, 850

TR: Enrichment: Geography and History, 2—22. See also the Atlas that

accompanies this program.




34


PO 2. selecting appropriate maps and other graphic representations to analyze

geographic problems and changes, including aerial photography to

analyze changes in land use, such as urban growth

SE: Maps: Human-Environment Interaction, 26, 108, 130, 189, 277, 407,

517, 731; Movement, 20, 71, 72, 92, 111, 114, 153, 272, 355, 476,

494, 501, 572, 620. Graphs, Charts, and Tables, 24, 28, 37, 40,

41, 73, 80, 115, 116, 138, 139, 144, 159, 161, 162, 163, 164, 170,

187, 191, 198, 200, 206, 212, 213, 213, 222, 232, 234, 243, 244,

261, 264, 270, 290, 290, 290, 294, 298, 329, 331, 343, 344, 349,

350, .359, 377, 381, 382, 406, 408, 417, 417, 442, 447, 7453, 460,

466, 472, 489, 496, 497, 505, 512, 514, 515, 520, 543, 547, 578,

549, 578, 579, 590, 593, 597, 599, 609, 613, 621, 628, 635, 655,

667, 677, 691, 705, 707, 712, 729, 741, 761, 776, 785, 790, 808,

841, 841, 844, 844, 844, 845, 845, 852, 853






35


*3SS-P2. Analyze natural and human characteristics of places in the world studied to define regions, their relationships, and their pattern ofchange, with emphasis on:

PO 1. the interrelationships among natural and human processes that shape

the geographic characteristics of regions, including connections

among economic development, urbanization, population growth, and

environmental change


517, 731; Movement, 20, 71, 72, 92, 111, 114, 153, 272, 355, 476,

494, 501, 572, 620. Graphs, Charts, and Tables, 24, 28, 37, 40,

41, 73, 80, 115, 116, 138, 139, 144, 159, 161, 162, 163, 164, 170,

187, 191, 198, 200, 206, 212, 213, 213, 222, 232, 234, 243, 244,

261, 264, 270, 290, 290, 290, 294, 298, 329, 331, 343, 344, 349,

350, .359, 377, 381, 382, 406, 408, 417, 417, 442, 447, 7453, 460,

466, 472, 489, 496, 497, 505, 512, 514, 515, 520, 543, 547, 578,

549, 578, 579, 590, 593, 597, 599, 609, 613, 621, 628, 635, 655,

667, 677, 691, 705, 707, 712, 729, 741, 761, 776, 785, 790, 808,

841, 841, 844, 844, 844, 845, 845, 852, 853



PO 2. applying the concept of region to organize the study of a geographic

issue using multiple criteria

SE: Maps: Regions, 24, 74, 186, 194, 389, 504, 618, 655, 681, 733, 734

TE: 24, 74, 186, 194, 389, 504, 618, 655, 681, 733, 734

TR: Enrichment: Geography and History, 2—22

PO 3. ways, places, and regions studied reflect economic, physical, and

cultural changes and how their relationships, roles and patterns may

change as a result

SE: Maps: Regions, 24, 74, 186, 194, 389, 504, 618, 655, 681, 733, 734

TE: 24, 74, 186, 194, 389, 504, 618, 655, 681, 733, 734





36


PO 4. how the character and meaning of a place is related to its economic,

social, and cultural characteristics and why different groups in society

view places and regions differently

SE: For related information see: Geography and History: The Shenandoah

Valley, 120—121; The End of the Open Range, 188—189; The Panama

Canal, 276—277; The Dust Bowl, 388—389; The Suburban

Explosion, 516—517; The Environmental Movement, 612—613; The

Rise of the Sunbelt, 730—731; Maps: Human-Environment

Interaction, 26, 108, 130, 189, 277, 407, 517, 731; Movement, 20,

71, 72, 92, 111, 114, 153, 272, 355, 476, 494, 501, 572, 620. For

related information see The Environmental Movement pages

606—613.

TE: 120—121, 188—189, 276—277, 388—389, 516—517, 612—613, 730


*3SS-P3. Analyze how economic, political, cultural, and social processes interact to shape patterns and characteristics of human populations,interdependence, and cooperation and conflict, with emphasis on:

PO 1. the interpretation of charts and graphics of population growth and

demographics, including birth and death rates, population growth

rates, doubling time and life expectancy

SE: For related information see: Cities and Suburbs, 354—355; The

Suburban Explosion, 516—517; Johnson and Immigration Reform,

548; The Rise of the Sunbelt, 730—731; Changing Immigration

Policies, 740—741; Changing Population Patterns, 741; The Future

of Immigration, 742




37


PO 2. the factors that contribute to human migration and the affect of

migration on the character of places of origin and destination,

including along the U.S.-Mexico border


517, 731; Movement, 20, 71, 72, 92, 111, 114, 153, 272, 355, 476,

494, 501, 572, 620. See People on the Move pages 211—216 and

Why Study History? Because Immigration Continues Today page

227; Twenty First Century Americans pages 740—745; and

Immigration and the Golden Door pages 752—759.

TR: Unit 7: 3—7; Why Study History Booklet, 17. See Resource Pro CD-

ROM Chapter 36.

PO 3. how cooperation and conflict are involved in shaping the distribution

of political, social, and economic spaces on the Earth at different

scales, including Israel and the Middle East, the former Soviet Union,

and sub-Saharan Africa

SE: A Step Toward Middle East Peace, 684—685; The Iran Hostage

Crisis, 687—688; OPEC Oil, 691—692; Lebanon, 706; The Iran-

Contra Affair, 711; The Persian Gulf War, 717—718; The Middle

East, 733—734; Foreign Policy After the Cold War, 792—799

TE: 684—685, 687—688, 691—692, 706, 717—718, 733—734, 792—799

PO 4. how differing points of view and self-interests play a role in conflict

over territory and resources, including the impact of culture, politics,

strategic locations, and resources

SE: Tennessee Valley Authority, 406, 407, 420; Becoming a World

Power, 258; The Spanish-American War, 263—270; Imperialism,

259—262, 271—277; World War I, 308—335; World War II, 428—457;

The Cold War, 484—509; Foreign Policy in the Early 1960s,

551—558; The Vietnam War, 616—643; Nixon s Foreign Policy,

659—663; Carter s Foreign Policy, 684—689; The Debate Over Trade,

783—791; Foreign Policy After the Cold War, 792—799

TE: 258, 263—270, 271—277, 308—335, 428—457, 484—509, 551—558,

616—643, 659—663, 684—689, 732—739




38


PO 5. the spread of cultural traits that lead to cultural convergence and

divergence, including the widespread use of English and the role of

the global media

SE: For related information see: Geography and History: The Shenandoah






71, 72, 92, 111, 114, 153, 272, 355, 476, 494, 501, 572, 620. For


606—613.

TE: 120—121, 188—189, 276—277, 388—389, 516—517, 612—613, 730


PO 6. function and change in the size, structure, and arrangement of urban

and suburban areas, including the growth of Arizona cities

SE: The Suburban Explosion, 516—517; The Rise of the Sunbelt,

730—731

PO 7. interrelationships among settlement, migration, population-

distribution patterns, landforms, climates, and patterns of vegetation


517, 731; Movement, 20, 71, 72, 92, 111, 114, 153, 272, 355, 476,

494, 501, 572, 620.



*3SS-P4. Analyze the interactions between human activities and the natural world in different regions, including changes in the meaning, use,distribution, and importance of natural resources, with emphasis on:

PO 1. how the Earth s natural systems affect humans, including how

climatic and seasonal changes impact different regions of the globe

SE: For related information see Geography and History: The Shenandoah




Rise of the Sunbelt, 730—731

PO 2. how humans perceive, react to, and prepare for natural hazards SE: For related information see The Dust Bowl pages 388—389.




39


PO 3. how changes in the natural environment can increase or diminish its

capacity to support human activity

SE: For related information see The Dust Bowl pages 388—389.

PO 4. ways technology has affected the definition and use of, as well as

access to, resources and expanded human capacity to modify the

natural environment

SE: Exploring Technology, 79, 156, 178, 321, 348, 438, 555, 692;

Automobile, 347—350; Barbed Wire, 187; Buildings, 218;

Technology and Changes in Daily Life, 151—152; Communication,

153—154; Electric Power, 154—155; E-Mail, 800; Nuclear Power,

513; Panama Canal, 276—277; Software, 802; Space Travel, 528;

Submarine, 314—315; Television, 512; Steel Industry, 155—156;

Transportation, 152—153, 157, 218; Warfare, 311, 314—315, 319,

321, 512—513

PO 5. the diversity and productivity of ecosystems SE: For related information see: Geography and History: The Shenandoah






71, 72, 92, 111, 114, 153, 272, 355, 476, 494, 501, 572, 620. For


606—613.

TE: 120—121, 188—189, 276—277, 388—389, 516—517, 612—613, 730





40


PO 6. policies and programs for resource use and management, including the

trade-off between environmental quality and economic growth in the

twentieth century

SE: For related information see Protecting the Environment, 293—294;

Map of National Forests, Parks and Monuments, 295; The

Environmental Movement, 606—610; Geography and History: The

Environmental Movement, 612—613; Environmental Protection

Agency, 608—609, 700, 704

*3SS-P5. Apply geographic knowledge of people, places, and environments to understand the past and present and plan for the future, withemphasis on:

PO 1. using geographic knowledge, skills, and perspectives to solve

contemporary problems in the community and Arizona

SE: For related information see: The Suburban Explosion, 516—517; The


PO 2. how different viewpoints about place influence the development of

policies designed to use and manage resources at local, national, and

international scales

SE: For related information see Protecting the Environment, 293—294;

Map of National Forests, Parks and Monuments, 295; The

Environmental Movement, 606—610; Geography and History: The

Environmental Movement, 612—613; Environmental Protection

Agency, 608—609, 700, 704

PO 3. how changing perceptions of places and environments affect the

choices of people and institutions, including where individuals

choose to live and work

SE: For related information see Geography and History: The Shenandoah








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STANDARD 4: ECONOMICSStudents develop economic reasoning skills to apply basic economic concepts, assess problems, make choices, and evaluate the choices of others as

consumers, workers, and citizens participating in local, national, and global economies.

*4SS-P1. Analyze the implications of the economic problem of scarcity, with emphasis on:

PO 1. how limited resources and unlimited human wants cause individuals,

governments, and nations to choose some things and give up others

SE: The Expansion of American Industry, 150; A Technological

Revolution, 151—157; The Growth of Big Business, 158—162;

Industrialization and Workers, 163—166; The Great Strikes, 167—172;

Chapter Review, 174—175; The Economy in the Late 1920s,

375—378; Forging a New Deal, 403—409; The New Deal s Critics,

410—415; Last Days of the New Deal, 416—420; The Shift to

Wartime Production, 459—463; The Postwar Economy, 511—515;

Chart of Comparison of Energy Sources, 691; A Program to Save

Energy, 691—693; The United States in a New World, 732—739;

Economic Concepts, 23, 29, 191, 380, 736

TE: 150A—150B, 150—175, 375—378, 403—409, 410—415, 416—420,

459—463, 511—515, 691—693, 732—739

PO 2. the factors of production--land, labor, capital and entrepreneurship--and

how they are used in production

SE: Students explore these concepts as they read Chapter 4: The

Expansion of American Industry, 150; A Technological Revolution,

151—157; The Growth of Big Business, 158—162; Industrialization

and Workers, 163—166; The Great Strikes, 167—172; Chapter Review,

174—175

TE: 150A—150B





42


PO 3. how producers, consumers, savers, and investors make decisions by

analyzing anticipated marginal benefits and costs that usually involve

trade-offs (marginal analysis)

SE: For related information see The Postwar Economy, 511-515;

Inflation, 654; Economic Problems, 677-678; More Economic

Instability, 690-691; Changing the Economy, 702-704; Changing the

Government, 704-705; Recession and Recovery, 706-707

*4SS-P2. Use economic concepts, theories, principles, and quantitative methods to analyze current events, with emphasis on:

PO 1. using tables, graphs, equations, diagrams, and charts to interpret

economic information, including the inflation rate, unemployment

rate, and economic growth rate

SE: Economic Charts and Graphs, 73, 162, 163, 164, 170, 191, 261,

264, 290, 349, 377, 406, 417, 462, 472, 505, 512, 515, 520, 543,

547, 590, 655, 677, 707, 844

PO 2. using production possibilities curves to illustrate opportunity costs

and trade-offs


264, 290, 349, 377, 406, 417, 462, 472, 505, 512, 515, 520, 543,

547, 590, 655, 677, 707, 844

TE: 522

TR: Unit 4: 94

PO 3. evaluating the economic implications of current events as found in

such sources as magazine articles, newspaper articles, radio and

television reports, editorials, and Internet sites


264, 290, 349, 377, 406, 417, 462, 472, 505, 512, 515, 520, 543,

547, 590, 655, 677, 707, 844; Skills for Life Evaluating Magazine

Advertisements, 522

TE: 522

TR: Unit 4: 94




43


*4SS-P3. Describe how households and firms are interdependent and how their relationship is affected by trade, exchange, money, and banking,with emphasis on:

PO 1. why voluntary exchange occurs only when all participating parties

expect to gain from the exchange

SE: Students explore this objective in A Consumer Economy pages

347—348 and The Growth of Consumer Credit on page 515.

PO 2. the role and interdependence of households, firms, and government in

the circular flow model of economic activity

SE: Students explore this objective in A Consumer Economy pages


PO 3. the role of entrepreneurs in market economy and how profit is an

incentive that leads entrepreneurs to accept the risks of business

failure

SE: For related information se The Growth of Big Business pages

158—162 and Technology and You in the Next Century pages

800—809.

PO 4. the role of financial institutions and securities markets SE: For related information se The Growth of Big Business pages

158—162 and Technology and You in the Next Century pages

800—809.

*4SS-P4. Analyze the similarities and differences among economic systems, with emphasis on:




44


PO 1. the characteristics of market, command, and mixed economic systems,

including roles of production, distribution, and consumption of

goods and services

SE: Economic Concepts: Balance of Trade, 23; Inflation and Deflation,

29; Monetary Policy, 191; Business Cycle, 380; Tariffs, 736;

Economic Charts and Graphs, 73, 162, 163, 164, 170, 191, 261,

264, 290, 349, 377, 406, 417, 462, 472, 505, 512, 515, 520, 543,

547, 590, 655, 677, 707, 844. For related information se The

Growth of Big Business pages 158—162 and Technology and You in

the Next Century pages 800—809.

TR: Enrichment: History s Lasting Impact, 10—11; Why Study History?

2, 23, 27

PO 2. the benefits and costs of market and command economies SE: Students explore these concepts as they read Chapter 4: The




174—175

TE: 150A—150B


PO 3. the characteristics of a mixed-market economy of the United States,

including such concepts as private ownership, profit motive,

consumer sovereignty, competition, and government regulation





174—175

TE: 150A—150B





45


PO 4. the role of private property in conserving scarce resources and

providing incentives in a market economy

SE: For related information see The Postwar Economy, 511-515;




PO 5. how the incentives inherent in a market economy preserve political

and economic freedom





174—175

TE: 150A—150B


*4SS-P5. Describe the basic principles of microeconomics, with emphasis on:

PO 1. supply, demand, and their determinants SE: Students explore these concepts as they read Chapter 4: The




174—175

TE: 150A—150B





46


PO 2. how a market price is determined SE: Students explore these concepts as they read Chapter 4: The




174—175

TE: 150A—150B


PO 3. interpreting graphs that demonstrate changes in supply and demand SE: Economic Charts and Graphs, 73, 162, 163, 164, 170, 191, 261,

264, 290, 349, 377, 406, 417, 462, 472, 505, 512, 515, 520, 543,

547, 590, 655, 677, 707, 844

PO 4. how price ceilings and floors cause shortages or surpluses SE: For related information see The Postwar Economy, 511-515;




PO 5. comparing and contrasting monopoly and competitive behaviors SE: For related information se The Growth of Big Business pages

158—162.

*4SS-P6. Evaluate the economic role of government in the mixed-market economy of the United States, with emphasis on:

PO 1. how the benefits of government policies must be compared to the

costs before determining which policies to adopt

SE: Economy under Eisenhower, 527—528; Economy under Kennedy,

542; Economy under Johnson, 547; Economy under Nixon,

655—656; Economy under Carter, 690—691; Economy under Reagan,

703—704, 705, 710, 712, 796, 797; Economy under Clinton, 725,

726—727, 728




47


PO 2. the revenue of and spending by federal, state, and local governments

in providing national defense, addressing environmental concerns,

defining and enforcing property rights, regulating markets, and

providing other goods and services





726—727, 728; Taxes, 193, 285, 294—295, 394, 462—463, 542, 704,

776; The Minimum Wage, 767—773; Rethinking Entitlements,

774—782

PO 3. the effects of progressive, proportional, and regressive income taxes

on different income groups

SE: Taxes, 193, 285, 294—295, 394, 462—463, 542, 704, 776

TE: 193, 285, 294—295, 394, 462—463, 542, 704, 776

PO 4. the role of self-interest in decisions of voters, elected officials, and

public employees

SE: Students can explore this objective in connection with The

Environmental Movement pages 606—610 and A Program to Save

Energy pages 691—693.

*4SS-P7. Describe the basic principles of macroeconomics, with emphasis on:

PO 1. how inflation, unemployment, and gross domestic product statistics

are determined and used in policy decisions

SE: Inflation and Deflation, 29; Building the Great Society, 546—549;

Great Society Legislation, 549; The Minimum Wage, 767—773;

Rethinking Entitlements, 774—782

PO 2. the affects of inflation and deflation on different groups SE: Inflation and Deflation, 29; Building the Great Society, 546—549;

Great Society Legislation, 549; The Minimum Wage, 767—773;

Rethinking Entitlements, 774—782




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PO 3. the economic and non-economic consequences of unemployment SE: Poverty Welfare Services, 291—292; Poverty in Great Depression,

385—387; Stories of Survival, 387; The Dust Bowl, 384, 388—389;

Combating Poverty and Inequality, 542—543; Building the Great

Society, 546—549; The Minimum Wage, 767—773; Rethinking

Entitlements, 774—782

TR: Unit 7: 13—21

PO 4. fiscal policy and its affects on inflation, unemployment, and

economic growth





726—727, 728

PO 5. the functions of the Federal Reserve System and its influence on the

economy

SE: Federal Reserve Board, 299, 382, 404

PO 6. the affects of monetary policy on unemployment, inflation, and

economic growth





726—727, 728; FDIC, 404, 408, 420; FERA, 404; Federal Reserve

Board, 299, 382, 404

PO 7. how investment in factories, machinery, new technology, and the

health, education, and training of people can raise future standards of

living

SE: For related information see: The Postwar Economy, 511—515; Chart

of Comparison of Energy Sources, 691; A Program to Save Energy,

691—693; The United States in a New World, 732—739; OPEC Oil,

691—692; NAFTA, 737; The Debate Over Trade, 783—791




49


*4SS-P8. Describe the affects of international trade on the United States and other nations, with emphasis on:

PO 1. how people and nations gain through trade SE: NAFTA, 737; The United States in a New World, 732—739; The

Debate Over Trade, 783—791; Tariffs, 68, 97, 394, 737, 784

PO 2. how the law of comparative advantage leads to specialization and trade SE: NAFTA, 737; The United States in a New World, 732—739; The


PO 3. the affects of protectionism, including tariffs and quotas on

international trade and on a nation s standard of living

SE: NAFTA, 737; The United States in a New World, 732—739; The


PO 4. how exchange rates work and how they affect international trade SE: Balance of Trade, 23; Colonial Trade, 23—24; Embargo, 72—73;

NAFTA, 727, 737; The United States in a New World, 732—739;

The Debate Over Trade, 783—791; Tariffs, 68, 97, 394, 737, 784

PO 5. how the concepts of balance of trade and balance of payments are used

to measure international trade

SE: Balance of Trade, 23; Colonial Trade, 23—24; Embargo, 72—73;

NAFTA, 727, 737; The United States in a New World, 732—739;

The Debate Over Trade, 783—791; Tariffs, 68, 97, 394, 737, 784

PO 6. factors that influence the major world patterns of economic activity

and economic connections among different regions, including

changing alignments in world trade partners

SE: The United States in a New World, 732—739; The Debate Over Trade,

783—791; Tariffs, 68, 97, 394, 737, 784; Balance of Trade, 23;

Colonial Trade, 23—24; Embargo, 72—73; NAFTA, 727, 737;

*4SS-P9. Apply an understanding of economics to personal financial choices, with emphasis on:

PO 1. how education, career choices, and family obligations affect future

income

SE: Balance of Trade, 23; Colonial Trade, 23—24; Embargo, 72—73;

NAFTA, 727, 737; The United States in a New World, 732—739; The





50


PO 2. how advertising influences consumer choices SE: Skills for Life Evaluating Magazine Advertisements, 522

TR: Unit 4: 94

PO 3. short- and long-term financial goals and plans, including income,

spending, and saving

SE: As students read about the stock market crash they can understand the

risks involved with investment strategies. See pages 379—382.

PO 4. the advantages and disadvantages of using various forms of credit and

how payment performance determines credit history

SE: Students explore the role of credit in A Consumer Economy pages


PO 5. the risk, return, and liquidity of short- and long-term saving and

investment strategies



PO 6. investment options, including stocks, bonds, and mutual funds

available to individuals and households

