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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
1
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
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
2
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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.
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
3
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: See Learning with Documents Booklet.
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
4
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: See Learning with Documents Booklet.
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
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
5
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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.
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
6
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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.
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
7
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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.
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
8
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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.
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
9
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Unit 3: 3—4. See Resource Pro CD-ROM Chapter 21.
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.
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
10
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Unit 4: 44-45; Decision-Making Activities, 40—41; Learning With
Documents, 66, 97. See Resource Pro CD-ROM Chapter 24.
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
TR: Unit 4: 44-45; Decision-Making Activities, 40—41; Learning With
Documents, 66, 97. See Resource Pro CD-ROM Chapter 24.
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
TR: Unit 4: 44—56. See Resource Pro CD-ROM Chapter 24.
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.
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
11
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
*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
TR: Unit 4: 74—75. See Resource Pro CD-ROM Chapter 26.
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
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
12
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Unit 6: 94—95. See Resource Pro CD-ROM Chapter 34.
*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
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
13
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
Enrichment activities for Chapter 16.
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
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
14
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Unit 1: 16—17. See Resource Pro CD-ROM Chapter 15.
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
TR: Unit 1: 20—21. See Resource Pro CD-ROM Chapter 15.
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
TR: Unit 1: 20—21. See Resource Pro CD-ROM Chapter 15.
*1SS-P13. Analyze the United States expanding role in the world during the late nineteenth and early twentieth centuries, with emphasis on:
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
15
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
PO 1. the causes for a change in foreign policy from isolationism to
intervention
SE: The Pressure to Expand, 259—262
TE: 259—262
TR: Unit 2: 59—60. See Resource Pro CD-ROM Chapter 18.
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.
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
16
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
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 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:
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
Resource Pro CD-ROM Chapter 21. See Chapter 21 Interactive
Student Tutorial CD-ROM; Student Edition on Audiotape, American
Heritage¤ CD-ROM, Guided Reading Audiotapes, and Chapter
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
Resource Pro CD-ROM Chapter 21. See Chapter 21 Interactive
Student Tutorial CD-ROM; Student Edition on Audiotape, American
Heritage¤ CD-ROM, Guided Reading Audiotapes, and Chapter
Tests.
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
18
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
Enrichment activities for Chapter 25.
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Unit 3: 74—75. See Resource Pro CD-ROM Chapter 26.
PO 4. Sputnik and the space race SE: Sputnik, 506, 528; The Space Program, 543
TE: 506, 528, 543
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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20
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
Enrichment activities for Chapter 3.
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
Enrichment activities for Chapter 7.
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.
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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21
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
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 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.
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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22
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
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 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:
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
SE: Students can explore this objective as they read Declaring
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:
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
*PO 1. the principles of democracy and republican form of government
developed by the Greeks and Romans, respectively
SE: Students can explore this objective as they read Declaring
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
TR: Unit 1: 57—69. See Resource Pro CD-ROM Chapter 5 and
Constitution Study Guide.
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
TR: Unit 1: 2—43. See Resource Pro CD-ROM Chapter 5 and
Constitution Study Guide.
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Unit 1: 57—69. See Resource Pro CD-ROM Chapter 5 and
Constitution Study Guide.
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.
TR: Unit 1: 57—69; Why Study History Booklet, 12. See Resource Pro
CD-ROM Chapter 5 and Constitution Study Guide.
PO 3. how the lawmaking process operates, including the role of leadership
within Congress
SE: A New Plan of Government, 39—41; The Constitution of the United
States, 46—51
TR: Unit 1: 57—69. See Resource Pro CD-ROM Chapter 5 and
Constitution Study Guide.
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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26
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
SE: A New Plan of Government, 39—41; The Constitution of the United
States, 51—54; The Powers of the President, 68; See also Why Study
History? Government Requires Checks and Balances page 671.
TR: Unit 1: 57—69; Why Study History Booklet, 33. See Resource Pro
CD-ROM Chapter 5 and Constitution Study Guide.
PO 2. the roles and duties of the presidency and the development and
function of the executive branch, including the cabinet and federal
bureaucracy
SE: A New Plan of Government, 39—41; The Constitution of the United
States, 51—54; Washington as President, 42—43; The Powers of the
President, 69
TR: Unit 1: 57—69. See Resource Pro CD-ROM Chapter 5 and
Constitution Study Guide.
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:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
PO 1. specific powers delegated by the Constitution in Article III and
judicial review developed in Marbury v. Madison (The FederalistNumber 80)
SE: A New Plan of Government, 39—41; The Constitution of the United
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.
TR: See Resource Pro CD-ROM Chapter 5 and Constitution Study
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
SE: A New Plan of Government, 39—41; The Constitution of the United
States, 46—54; Defining the Government s Powers, 68—69. See also
Why Study History? Government Requires Checks and Balances page
671.
TR: Unit 1: 57—69; Why Study History Booklet, 33. See Resource Pro
CD-ROM Chapter 5 and Constitution Study Guide.
PO 2. state sovereignty, the reserved powers, and the resulting conflicts
between federal, state, and local governments (The Federalist Number
45)
SE: A New Plan of Government, 39—41; The Constitution of the United
States, 46—54; Defining the Government s Powers, 68—69. See also
Why Study History? Government Requires Checks and Balances page
671.
TR: Unit 1: 57—69; Why Study History Booklet, 33. See Resource Pro
CD-ROM Chapter 5 and Constitution Study Guide.
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
PO 3. the issues of federalism raised in McCulloch v. Maryland SE: The Powers of the Supreme Court, 69
TR: See Resource Pro CD-ROM Chapter 5 and Constitution Study
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
SE: Fact Finder: The Bill of Rights, 41; Bill of Rights, 42
TR: See Resource Pro CD-ROM Chapter 5
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
SE: Fact Finder: The Bill of Rights, 41; Bill of Rights, 42
TR: See Resource Pro CD-ROM Chapter 5
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.
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: See Constitution Study Guide for relevant information.
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.
TR: See Constitution Study Guide for relevant information.
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30
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
PO 4. the five major executive officers and their specific powers SE: For related information see The Constitution of the United States
pages 46—54 and Defining the Government s Powers pages 68—69.
TR: See Constitution Study Guide for relevant information.
PO 5. Arizona’s courts, appointment of judges, and elections to retain
positions
SE: For related information see The Constitution of the United States
pages 46—54 and Defining the Government s Powers pages 68—69.
TR: See Constitution Study Guide for relevant information.
*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.
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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.
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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:
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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.
Prentice Hall: America Pathways to the Present, Modern American History '2002Correlated to:
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Enrichment: Geography and History, 2—22. See also the Atlas that
accompanies this program.
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
*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
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
TR: Enrichment: Geography and History, 2—22. See also the Atlas that
accompanies this program.
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
TR: Enrichment: Geography and History, 2—22
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Enrichment: Geography and History, 2—22
*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
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
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. 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
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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
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
TR: Enrichment: Geography and History, 2—22
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
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.
TR: Enrichment: Geography and History, 2—22. See also the Atlas that
accompanies this program.
*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
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
PO 2. how humans perceive, react to, and prepare for natural hazards SE: For related information see The Dust Bowl pages 388—389.
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
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
TR: Enrichment: Geography and History, 2—22
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
Rise of the Sunbelt, 730—731
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
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
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ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
TR: Unit 2: 3—15. See Resource Pro CD-ROM Chapter 14.
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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
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
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
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; Skills for Life Evaluating Magazine
Advertisements, 522
TE: 522
TR: Unit 4: 94
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*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
347—348 and The Growth of Consumer Credit on page 515.
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:
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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
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
TR: Unit 2: 3—15. See Resource Pro CD-ROM Chapter 14.
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
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
TR: Unit 2: 3—15. See Resource Pro CD-ROM Chapter 14.
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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;
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
PO 5. how the incentives inherent in a market economy preserve political
and economic freedom
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
TR: Unit 2: 3—15. See Resource Pro CD-ROM Chapter 14.
*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
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
TR: Unit 2: 3—15. See Resource Pro CD-ROM Chapter 14.
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
46
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
PO 2. how a market price is determined 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
TR: Unit 2: 3—15. See Resource Pro CD-ROM Chapter 14.
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;
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
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
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
47
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
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; 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
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
48
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
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
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
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; 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
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
49
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
*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
Debate Over Trade, 783—791; Tariffs, 68, 97, 394, 737, 784
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
Debate Over Trade, 783—791; Tariffs, 68, 97, 394, 737, 784
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
Debate Over Trade, 783—791; Tariffs, 68, 97, 394, 737, 784
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
50
ARIZONA ACADEMIC STANDARDS AND ACCOUNTABILITY PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))
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
347—348 and The Growth of Consumer Credit on page 515.
PO 5. the risk, return, and liquidity of short- and long-term saving and
investment strategies
SE: As students read about the stock market crash they can understand the
risks involved with investment strategies. See pages 379—382.
PO 6. investment options, including stocks, bonds, and mutual funds
available to individuals and households
SE: As students read about the stock market crash they can understand the
risks involved with investment strategies. See pages 379—382.