Prentice Hall America: Pathways to the Present ' 2002assets.pearsonschool.com/correlations/ar_pathways2002.pdf685-691; Origins of Cold War: 741-742; The Cold War Abroad and At Home:

Prentice Hall America: Pathways to the Present ' 2002Correlated to:

Arkansas Social Studies Curriculum Framework and SAT 9 Task 2(Grades 9 — 12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology1

ARKANSAS SOCIAL STUDIES CURRICULUM FRAMEWORKS,REVISED 2000

(STUDENT LEARNING EXPECTATIONS, GRADES 9-12)

SAT 9 TASK 2 OBJECTIVES

STRAND 1: TIME, CONTINUITY, AND CHANGE

CONTENT STANDARD 1: Students will demonstrate an understandingof the chronology and concepts of history and identify and explainhistorical relationships.

SOCIAL SCIENCE

HISTORY

TCC.1.1. Analyze and evaluate diverse contemporary, historical, andgeographical perspectives as they relate to importantevents, recurring dilemmas, and persistent issues.

SE: Analyzing Primary Sources, 643, 648, 657, 765; Analyzing PoliticalCartoons and Documents, 27, 57, 83, 117, 149, 199, 225, 257, 282,309, 339, 377, 401, 431, 457, 484, 509, 539, 563, 591, 629, 657,679, 713, 739, 765, 791, 817, 843, 871, 899, 929, 953, 977, 1003;Determining Relevance, 117, 339, 356, 383, 506, 755, 762, 814, 885,914; Primary and Secondary Sources: Connections with AmericanLiterature, 1072, 1074, 1076, 1078, 1080, 1082, 1084, 1086, 1088,1090, 1092;

Analyze a United States foreign policy.SE: The Pressure to Expand: 515-518; Debating America s New Role:

534-535: The Road to War: 565-569; Global Peacemaker: 584-588;Mass Media and the Jazz Age: 616-617; Prelude to Global War:685-691; Origins of Cold War: 741-742; The Cold War Abroad andAt Home: 748-749; The Marshall Plan: 749; The Cold War Expands:756-762; Foreign Policy in the 60 s: 807-814; Nixon s ForeignPolicy: 912-919; Foreign Policy: 960-965; The Reagan Legacy, 967-968; The Cold War Ends, 971-973; Foreign Policy after the ColdWar, 1048—1055

TE: See all Global Connections notes.TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and

American Heritage History of the United States CD-ROM.


Arkansas Social Studies Curriculum Framework and SAT 9 Task 2 (Grades 9 — 12)





(Continued)TCC.1.1. Analyze and evaluate diverse contemporary, historical, and

geographical perspectives as they relate to importantevents, recurring dilemmas, and persistent issues.

Primary Sources: American Voices, 7, 8, 33, 38, 48, 68, 74, 79, 86,88, 93, 96, 101, 109, 126, 145, 184, 190, 191, 194, 208, 209, 217,219, 222, 238, 239, 242, 247, 253, 261, 262, 267, 268, 269, 275,276, 278, 323, 324, 325, 330, 331, 332, 334, 345, 347, 349, 353,354, 363, 383, 389, 393, 415, 418, 420, 425, 427, 439, 446, 450,4656, 469, 471, 475, 476, 477, 488, 490, 491, 493, 517, 528, 529,639, 642, 643, 646, 647, 653, 660, 666, 667, 670, 674, 692, 704,710, 718, 721, 722, 728, 732, 735, 745, 754, 758, 762, 769, 788,799, 854, 858, 859, 860, 863, 866, 875, 879, 880, 889, 891, 892,906, 907, 909, 965, 967, 973, 981, 998, 1013, 1014, 1020, 1053,1054, 1062, 1063, 1066

TR: Instructional Support: See all Comparing Primary Activities andLiterature Activities. Enrichment Support: See all Learning WithDocuments activities.

FOR THE SAT 9 TASK 2 STANDARDS, PLEASE SEE PREVIOUSPAGE.

TCC.1.2. Explain, analyze, and show connections among patterns ofchange and continuity by applying key historical concepts,such as time, chronology, causality, change, conflict,complexity, and movement.

SE: Analyzing Time Lines, 7, 14, 18, 24, 33, 41, 49, 54, 63, 69, 76, 80,96, 101, 110, 115, 128, 138, 143, 147, 178, 183, 188, 196, 205, 213,223, 233, 239, 243, 248, 254, 264, 271, 279, 282, 290, 296, 299,306, 319, 326, 332, 336, 348, 356, 366, 372, 390, 394, 398, 412,419, 422, 429, 435, 439, 443, 451, 457, 466, 472, 477, 482, 491,495, 501, 506, 518, 525, 531, 536, 545, 551, 556, 560, 568, 572,577, 581, 588, 602, 607, 613, 619, 626, 634, 638, 643, 648, 665,

Analyze a historical conflict.SE: Issues Behind the Revolution, 89-97; Ideas Behind the Revolution,

98-101; The Declaration of Independence, 102; Fighting forIndependence, 106-110; Why Study History, You Have a Voice inGovernment, 115; Government by the States, 123-131; TheConstitutional Convention, 132-138; Ratifying the Constitution,139-142; The New Government, 143-146; Why Study History? TheBill of Rights Protects You, 147; Chapter 5 Review, 148-149; TheConstitution of the United States, 150-173; Middle-Class Reform,259-265; The Anti-Slavery Movement, 266-273;







(Continued)TCC.1.2. Explain, analyze, and show connections among patterns of

change and continuity by applying key historical concepts,such as time, chronology, causality, change, conflict,complexity, and movement.

676, 691, 699, 705, 710, 723, 729, 736, 746, 755, 762, 771, 777,784, 788, 800, 806, 814, 824, 830, 835, 840, 850, 856, 861, 866,877, 881, 885, 889, 894, 908, 914, 919, 925, 935, 939, 944, 950,958, 963, 968, 984, 993, 1000; Arranging Events in Order, 765;Maps, 5, 13, 17, 30, 32, 37, 43, 48, 53, 62, 64, 71, 86, 90, 108, 113,131, 183, 187, 194, 196, 205, 206, 212, 273, 295, 298, 302, 329,336, 344, 346, 362, 365, 368, 375, 384, 388, 396, 409, 413, 437,442, 445, 450, 475, 516, 522, 526, 528, 530, 533, 535, 551, 560,566, 575, 576, 585, 611, 645, 652, 663, 687, 689, 690, 695, 702,732, 743, 750, 757, 760, 773, 808, 810, 814, 828, 839, 875, 876,893, 911, 937, 971, 987, 989, 1044, 1096, 1098, 1099, 1101, 1102,1104, 1105, 1106

TE: See all Cause and Effect teaching annotations.TR: Enrichment Support, Decision-Making Activities folder, 12-13, 14-

15; Learning with Documents Folder, 7, 11, 16, 20, 23, 44, 52, 56,60, 86, 89, 92. See all Atlas activities and see all Guided Readingand Quizzes where students have an opportunity to examine causesand effects of historical events.

TECH: Chapter Resource Pro CD-ROM, Test Bank CD-ROM, AmericanHeritage CD-ROM, Listening to Literature Audio tapes, Listening toMusic CD, Color Transparencies

(Continued)Analyze a historical conflict.

The Movement for Women’s Rights, 274-278; Two Nations? 315-319; New Political Parties, 320-327; The System Fails, 328-332; ANation Divided Against Itself, 333-336; Why Study History? TheDebate over States’ Rights Continues, 337; PresidentialReconstruction, 379-385; Congressional Reconstruction, 385-390;Birth of the "New South," 391-394; The End of Reconstruction,395-399; Industrialization and Workers, 419-422; The GreatStrikes, 423-428; Conflict with Native Americans, 436-439;Populism, 446-452; Politics in the Gilded Age, 461-466; Ideas forReform, 479-482; The Expansion of Education, 487-491; TheOrigins of Progressivism, 541-546; Progressive Legislation, 547-551; Progressive Presidents, 552-556; Suffrage at Last, 557-560;Loyalty, 579-580; The Red Scare, 597-599; Labor Strikes, 599;Cultural Conflicts, 622-626; Social Effects of the Depression:Discrimination Increases, 642-643; The New Deal’s Critics, 666-671; The Struggle for Justice at Home, 731-736; The Cold War atHome, 752-755; Demands for Civil Rights, 785-789; The CivilRights Movement, 1954-1968, Leaders and Strategies, 819-825;The Struggle Intensifies, 826-830; The Women’s Movement, 845-852; Ethnic Minorities Seek Equality, 852-856; Native AmericanStruggles, 857-861; The Environmental Movement, 862-866;Student Protest, 882-886; The Counterculture, 887-889; The Crisesof 1968; 905-908; Roots of the New Conservatism, 955-958

TE: 826-830, 831-832, 833-835, 842-843, 845-852, 852-856, 857-861,862-866, 870-871, 882-886, 887-889, 905-908, 955-958

TR: See all Teaching Resources.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








TCC.1.3 Evaluate major turning points in history.SE: Industrial Innovation in America, 210-211; A Transportation

Revolution, 211-213; Advances in Communication, 213; AmericanArtifacts, Life after the American Revolution, 214-215; A MarketEconomy, 231-233; American Artifacts, Engines of Change, 234-325; Industries of the Northeast-238, 237; A TechnologicalRevolution, 407-410; Turning Point, The Bessemer Steel Process,411; The Growth of Big Business, 414-418; Why Study History?You Live in a Post-Industrial Society, 429; Labor Strikes, 599; ABusiness Boom, 603-608; Society in the 1920s, 609-613; MassMedia and the Jazz Age, 614-621; Cultural Conflicts, 622-626;Social Effects of the Depression, 639-645; Surviving the GreatDepression, 646-649; The Postwar Economy, 767-773; Inflation,911; Economic Problems, 933-934; More Economic Instability, 946-947; Changing the Economy, 959-960; Changing the Government,960-961; Recession and Recovery, 962-963; Politics in the 1990s,979-984

TR: Instructional Support, Guided Reading and Quizzes, 73, 79, 81-82,90-91; Biography, 89; Enrichment Support, Learning withDocuments Folder, 69, 77

TECH: See also Chapter 27, 32, 33, 34, and 35 Resource Pro CD-ROM,Test Bank CD-ROM, American Heritage CD-ROM, Listening toLiterature Audio tapes, Listening to Music CD, ColorTransparencies

Make a generalization about the Industrial RevolutionSE: The Expansion of American Industry, 406; A Technological

Revolution, 407—413; Turning Point: The Bessemer Steel Process,411; The Growth of Big Business, 414—418; Industrialization andWorkers, 419—422; The Great Strikes, 423—429; Chapter Review,430—431

TE: 406A—406BTR: Instructional Support, Unit 5: 3—15; Enrichment Support, Learning

with Documents Folder, 20, 56TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








TCC.1.4. Link historical events region to region along timelines.SE: Analyzing Time Lines, 7, 14, 18, 24, 33, 41, 49, 54, 63, 69, 76, 80,

96, 101, 110, 115, 128, 138, 143, 147, 178, 183, 188, 196, 205, 213,223, 233, 239, 243, 248, 254, 264, 271, 279, 282, 290, 296, 299,306, 319, 326, 332, 336, 348, 356, 366, 372, 390, 394, 398, 412,419, 422, 429, 435, 439, 443, 451, 457, 466, 472, 477, 482, 491,495, 501, 506, 518, 525, 531, 536, 545, 551, 556, 560, 568, 572,577, 581, 588, 602, 607, 613, 619, 626, 634, 638, 643, 648, 665,676, 691, 699, 705, 710, 723, 729, 736, 746, 755, 762, 771, 777,784, 788, 800, 806, 814, 824, 830, 835, 840, 850, 856, 861, 866,877, 881, 885, 889, 894, 908, 914, 919, 925, 935, 939, 944, 950,958, 963, 968, 984, 993, 1000; Arranging Events in Order, 765

TR: Enrichment Support, Decision-Making Activities folder, 12-13,14-15; Learning with Documents Folder, 7, 11, 16, 20, 23, 44, 52,56, 60, 86, 89, 92. See all Atlas activities.

TECH: Chapter Resource Pro CD-ROM, Test Bank CD-ROM, AmericanHeritage CD-ROM, Listening to Literature Audio tapes, Listening toMusic CD, Color Transparencies

Make an inference about an event.SE: Historical Evidence, 8, 300, 327, 357, 502, 608, 706, 778, 801, 825,

926; Critical Thinking, 97, 129, 179, 249, 265, 452, 546, 569, 649,671, 730, 747, 851, 886, 945, 969, 985; Chapter Review, 26—27,56—57, 82—83, 116—117, 148—149, 198—199, 224—225, 256—257,284—285, 308—309, 338—339, 376—377, 400—401, 430—431,458—459, 484—485, 508—509, 538—539, 562—563, 590—591,628—629, 656—657, 678—679, 712—713, 738—739, 764—765,790—791, 816—817, 842—843, 870—871, 898—899, 928—929,952—953, 976—977, 1002—1003, 1015, 1022, 1029, 1038, 1047,1055; Why Study History?, 25, 55, 81, 115, 147, 197, 223, 255, 283,307, 337, 373, 399, 429, 457, 483, 507, 537, 561, 589, 627, 655,677, 711, 737, 763, 789, 815, 841, 867, 895, 927, 951, 975, 1001

TE: Recent Scholarship, 7, 37, 66, 100, 141, 182, 202, 238, 268, 276,280, 293, 318, 342, 415, 455, 480, 490, 520, 559, 580, 616, 642,668, 688, 728, 735, 750, 783, 814, 827, 853, 891, 923, 934

TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


TCC.1.5. Describe and evaluate the historical role of internationaland multinational organizations.

SE: United Nations, 742, 757, 758, 760, 761; Marshall Plan, 697,748—749; League of Nations, 585—587, 600, 1050; NAFTA,992—993, 1039—1042; NATO, 751

TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, andAmerican Heritage History of the United States CD-ROM.

Compare similar aspects of different ideologies.SE: Fascism and Nazism, 685, 686; Monarchy, 11; Socialism, 423—424,

542; Communism, 598, 685, 743, 744, 1052; The Constitution,122—149 The Constitution of the United States, 150—173

TE: Global Connections, 687TR: See Interactive Student Tutorial CD-ROM; Student Edition on

Audiotape, American Heritage¤ CD-ROM, Guided ReadingAudiotapes, and Chapter Tests.








TCC.1.6. Analyze and evaluate the history, causes, consequences, andpossible solutions to persisting issues, such as health,security, resource allocation, economic development, andenvironmental quality.

SE: Pathways to the Future: Immigration and the Golden Door,1008—1015; Gun Control and Crime, 1016—1022; The MinimumWage, 1023—1029; Rethinking Entitlements, 1030—1038; TheDebate Over Trade, 1039—1047 Foreign Policy after the Cold War,1048—1055 Technology and You in the Next Century, 1056—1065;Why Study History?, 25, 55, 81, 115, 147, 197, 223, 255, 283, 307,337, 373, 399, 429, 457, 483, 507, 537, 561, 589, 627, 655, 677,711, 737, 763, 789, 815, 841, 867, 895, 927, 951, 975, 1001



Sequence steps leading to civilizationsSE: The Native American World, 3—7TE: 2A—2BTR: Unit 1: 3—4TECH: Chapter 1 Resource Pro CD-ROM, Test Bank CD-ROM, American

Heritage CD-ROM, Listening to Literature Audiotapes, Listening toMusic CD, Color Transparencies

CONTENT STANDARD 2: Students will demonstrate an understandingof how ideas, events, and conditions bring about change.

TCC. 2.1. Investigate cause and effect as a historical concept.SE: Recognizing Cause and Effect, 18, 27, 33, 114, 173, 225, 233, 296,

348, 459, 466, 613, 638, 691, 739, 791, 835, 843, 894, 958, 968,977; Cause and Effect Charts, 24, 304, 370, 392, 587, 638, 698, 745

TE: 24, 304, 370, 392, 587, 638, 698, and 745. See all Cause and Effectteaching annotations.

TR: See all Guided Reading and Quizzes where students have anopportunity to examine causes and effects of historical events.


Identify the main goals of the New DealSE: Crash and Depression, 630; The Economy in the Late 1920s,

631—634; The Stock Market Crash, 635—638; Social Effects of theGreat Depression, 639-643; Surviving the Great Depression, 646-648; The Election of 1932, 650-654; Forging a New Deal, 659-665;The New Deal’s Critics, 666-670; Last Days of the New Deal, 672-676; Chapter 23 Review, 678-679

TE: 658A—658B







TCC. 2.2. Compare and contrast divergent historical perspectives.SE: Analyzing Primary Sources, 643, 648, 657, 765; Analyzing Political

Cartoons and Documents, 27, 57, 83, 117, 149, 199, 225, 257, 282,309, 339, 377, 401, 431, 457, 484, 509, 539, 563, 591, 629, 657,679, 713, 739, 765, 791, 817, 843, 871, 899, 929, 953, 977, 1003;Determining Relevance, 117, 339, 356, 383, 506, 755, 762, 814, 885,914; Distinguishing Fact from Opinion, 128, 149, 225, 299, 539, 840


(Continued)Identify the main goals of the New DealTR: Unit 7: 3—4, 5—6, 31, 33—43; Unit 8: 44—56, 50—51, 57—69; Learning

with Documents, 64. See also Resource Pro CD-ROM Chapters 22,23, 24, and 25. See Chapters 22, 23, 24, 25 Interactive StudentTutorial CD-ROM; Student Edition on Audiotape, AmericanHeritage¤ CD-ROM, Guided Reading Audiotapes, and ChapterTests. See also all Enrichment activities for Chapters 22, 23, 24, and25.








TCC. 2.3. Evaluate the role of ideals, traditions, processes,institutions, literature, languages, and the arts in continuityand change.

SE: American Artifacts, 34—35, 214—215, 234—235, 358—359, 496—497,582—583, 620—621, 724—725, 896—897, 994—995; AmericanHeritage, 118—119, 226—227, 310—311, 402—403, 510—511, 592—593,680—681, 792—793, 900—901, 1004—1005; Connections withAmerican Literature, 1072, 1074, 1076, 1078, 1080, 1082, 1084,1086, 1088, 1090, 1092; Biography, 19, 46, 72, 100, 133, 185, 210,246, 268, 294, 316, 347, 389, 415, 438, 476, 491, 520, 557, 575,616, 640, 663, 696, 733, 756, 775, 804, 821, 853, 874, 915, 937,966, 1000. Viewing History notes accompanying works of art andphotographs throughout the text demonstrate our rich culturalheritage. For example see pages 121, 141, 190, 260, 292,448, 630,and 710.

TE: Se all Background notes.TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


Make a generalization about information in a graphSE: Graphs, Charts and Tables, 47, 75, 195, 202, 213, 238, 248, 249,

267, 306, 318, 326, 419, 420, 443, 447, 462, 468, 469, 478, 488,490, 499, 500, 546, 550, 554, 599, 600, 605, 606, 728, 770, 776,804, 805, 834, 835, 846, 849, 853, 855, 985, 997, 998, 1012, 1097,1100, 1101

TE: Geography in History, 12, 44, 112, 140, 212, 247, 268, 292, 361,386, 411, 522, 586, 605, 676, 693, 735, 757, 809, 913, 990

TR: Enrichment: Geography and History, 2—22. See also the Atlas thataccompanies this program.








TCC. 2.4. Compare and contrast issues of continuity and change byapplying techniques, such as brainstorming, data analysis,simulations, and scenario writing.

SE: Chapter Review, 26—27, 56—57, 82—83, 116—117, 148—149,198—199, 224—225, 256—257, 284—285, 308—309, 338—339,376—377, 400—401, 430—431, 458—459, 484—485, 508—509,538—539, 562—563, 590—591, 628—629, 656—657, 678—679,712—713, 738—739, 764—765, 790—791, 816—817, 842—843,870—871, 898—899, 928—929, 952—953, 976—977, 1002—1003, 1015,1022, 1029, 1038, 1047, 1055

TE: See all Background notes.TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


Make a generalization about Latin AmericaSE: For related information see Latin America: Alliance for Progress

pages 812—813; The Cold War and Latin America pages 760—761;Dollar Diplomacy page 531; Expansionism pages 519—520; MonroeDoctrine pages 1042—1043; and Regan and Latin America page 962.







STRAND 2: PEOPLE, PLACES, AND ENVIRONMENTS

CONTENT STANDARD 1: Students will demonstrate an understandingthat people, cultures, and systems are connected and that commonalitiesand diversities exist among them.

PPE. 1.1. Analyze and illustrate connections and interactions ofindividuals, groups, institutions, states, and nations.

SE: Issues Behind the Revolution, 89-97; Ideas Behind the Revolution,98-101; The Declaration of Independence, 102; Fighting forIndependence, 106-110; Why Study History, You Have a Voice inGovernment, 115; Government by the States, 123-131; TheConstitutional Convention, 132-138; Ratifying the Constitution,139-142; The New Government, 143-146; Why Study History? TheBill of Rights Protects You, 147; The Constitution of the UnitedStates, 150-173; Middle-Class Reform, 259-265; The Anti-SlaveryMovement, 266-273; The Movement for Women’s Rights, 274-278;Turning Point: The Seneca Falls Convention, 277; Two Nations?315-319; New Political Parties, 320-327; The System Fails, 328-332;A Nation Divided Against Itself, 333-336; Why Study History? TheDebate over States’ Rights Continues, 337; PresidentialReconstruction, 379-385; Congressional Reconstruction, 385-390;Birth of the "New South," 391-394; The End of Reconstruction, 395-399; and Workers, 419-422; The Great Strikes, 423-428; Conflictwith Native Americans, 436-439; Populism, 446-452; Politics in theGilded Age, 461-466; Ideas for Reform, 479-482; The Expansion ofEducation, 487-491; The Origins of Progressivism, 541-546;Progressive Legislation, 547-551; Progressive Presidents, 552-556;Suffrage at Last, 557-560; Enforcing Loyalty, 579-580;

Relate cause and effect in a Civil War time lineSE: The Coming of the Civil War, 314—339; The Civil War, 340—377;

Reconstruction, 378—401TE: 314A—314B, 340A—340B, 378A—378BTR: Unit 4: 45—58, 59—71, 72—86. See all Enrichment activities.TECH: Chapters 11, 12, & 13 Resource Pro CD-ROM, Test Bank CD-

ROM, American Heritage CD-ROM, Listening to LiteratureAudiotapes, Listening to Music CD, Color Transparencies







GEOGRAPHY

(Continued)PPE. 1.1. Analyze and illustrate connections and interactions of

individuals, groups, institutions, states, and nations.The Red Scare, 597-599; Labor Strikes, 599; Cultural Conflicts,622-626; Social Effects of the Depression: DiscriminationIncreases, 642-643; The New Deal’s Critics, 666-671; The Strugglefor Justice at Home, 731-736; The Cold War at Home, 752-755;Demands for Civil Rights, 785-789; The Civil Rights Movement,1954-1968, Leaders and Strategies, 819-825; The StruggleIntensifies, 826-830; The Political Response, 831-832; TheChallenge of Black Power, 833-835; The Women’s Movement,845-852; Ethnic Minorities Seek Equality, 852-856; NativeAmerican Struggles, 857-861; The Environmental Movement, 862-866; Student Protest, 882-886; The Counterculture, 887-889; TheCrises of 1968; 905-908; Roots of the New Conservatism, 955-958

TR: Instructional Support, Guided Reading and Quizzes, 3, 11-12, 19-26, 29-36, 42-52, 63-64, 70-79, 105-106


Classify types of environmentSE: Geography and History: Two Settlement Patterns in the Colonies,

70, The Northwest Territory, 130, The Underground Railroad, 272,The End of the Open Range, 444, The Panama Canal, 532, The DustBowl, 644, The Suburban Explosion, 772, The EnvironmentalMovement, 868, The Rise of the Sunbelt, 986; Maps: Human-Environment Interaction, 362, 663; Regions, 62, 90, 196, 442, 450,760, 874, 911, 937, 989, 990; Place, 5, 37, 183, 205, 336, 344, 388,475, 516, 535, 839, 971; Your Region Has a Unique Economy, 255









PPE. 1.2. Evaluate the effects of science and technology onindividuals, groups, and organizations.

SE: Industrial Innovation in America, 210-211; A TransportationRevolution, 211-213; Advances in Communication, 213; AmericanArtifacts, Life after the American Revolution, 214-215; A MarketEconomy, 231-233; American Artifacts, Engines of Change, 234-325; Industries of the Northeast-238, 237; A TechnologicalRevolution, 407-410; Turning Point, The Bessemer Steel Process,411; The Growth of Big Business, 414-418; Why Study History?You Live in a Post-Industrial Society, 429; Technology TransformsLife, 768-769; The First Moon Landing, 914; American Artifacts,The Information Age, 994-995; The Computer Revolution, 999-1000; Technology and You in the Next Century, 1056-1065;Exploring Technology, 6, 211, 237, 412, 434, 577, 604, 694, 811,948

TR: Instructional Support, Guided Reading and Quizzes, 3-6, 90; Skillsfor Life, 15; Enrichment Support, Decision-Making Activities folder,30-31; Learning with Documents Folder, 20


Draw a conclusion about Asian geographySE: For related information see pages 21, 455, 469—471, 472, 516, 601,

1009, and 1012.TE: See all Background notes.TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








PPE. 1.3. Demonstrate how cultural elements such as language, thearts, and belief systems can both connect people or causeconflict.

SE: American Artifacts, 34—35, 214—215, 234—235, 358—359, 496—497,582—583, 620—621, 724—725, 896—897, 994—995; AmericanHeritage, 118—119, 226—227, 310—311, 402—403, 510—511, 592—593,680—681, 792—793, 900—901, 1004—1005; Connections withAmerican Literature, 1072, 1074, 1076, 1078, 1080, 1082, 1084,1086, 1088, 1090, 1092; Religions: African Americans, 221—222;Baptists, 80, 81, 219, 281; Colonial, 79, 80; Theory of Evolution,624—625; Freedom of Religion, 81; Fundamentalism, 624; GreatAwakening, 79, 80; Lutheran, 80; Methodist, 220, 281; NativeAmericans, 6, 7, 297, 438; Puritans, 43—46; Reform Movements,259—261; Second Great Awakening, 218—219; Jews, 52, 475, 555,707—710, 760, 1086—1087


Identify geographic factorsSE: Maps: Regions, 62, 90, 196, 442, 450, 760, 874, 911, 937, 989, 990;

Geography and History: Two Settlement Patterns in the Colonies,70, The Northwest Territory, 130, The Underground Railroad, 272,The End of the Open Range, 444, The Panama Canal, 532, The DustBowl, 644, The Suburban Explosion, 772, The EnvironmentalMovement, 868, The Rise of the Sunbelt, 986; Your Region Has aUnique Economy, 255




PPE. 1.4. Probe the interdependencies of nations.SE: United Nations, 742, 757, 758, 760, 761; Marshall Plan, 697,

748—749; League of Nations, 585—587, 600, 1050; NAFTA,992—993, 1039—1042; NATO, 751

TE: 585—587, 600, 697, 742, 751 757, 758, 760, 761, 748—749,992—993, 1039—1042, 1050









PPE. 1.5. Assess the ways family, religion, gender, ethnicity,nationality, socioeconomic status, and other groupcharacteristics contribute to the development of a sense ofself.

SE: Religions: African Americans, 221—222; Baptists, 80, 81, 219, 281;Colonial, 79, 80; Theory of Evolution, 624—625; Freedom ofReligion, 81; Fundamentalism, 624; Great Awakening, 79, 80;Lutheran, 80; Methodist, 220, 281; Native Americans, 6, 7, 297,438; Puritans, 43—46; Reform Movements, 259—261; Second GreatAwakening, 218—219; Jews, 52, 475, 555, 707—710, 760,1086—1087; Cultural Groups: African Americans, 65, 72, 73, 74, 75,76, 94, 107, 114, 135, 204, 208, 214, 215, 221, 222, 263, 266, 267,268, 269, 270, 271, 278, 353, 354, 373, 379, 380, 382, 383, 385,386, 387, 389, 390, 399, 424, 425, 435, 449, 454, 455, 473, 475,488, 490, 491, 499, 500, 501, 511, 535, 581, 582, 583, 610, 611,618, 619, 625, 626, 642, 662, 693, 728, 731, 732, 733, 799, 840,912, 913, 937, 938, 974, 997, 998, 1076, 1077, 1088, 1089; AsianAmericans, 469, 470, 471, 472, 475, 488, 642, 715, 855, 856, 997;Latinos, 55, 475, 488, 642, 693, 852, 853, 854, 855, 1090, 1091,1101; Native Americans, 5, 6, 7, 21, 22, 23, 31, 32, 33, 34, 35, 39,41, 43, 44, 48, 48, 49, 85, 86, 87, 188, 189, 190, 191, 252, 253, 287,288, 290, 291, 292, 305, 306, 438, 444, 445, 488, 661, 788, 857,858, 859, 860, 861, 997

TE: See A Diverse Nation teaching notes.TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


Infer effect of geographic locationSE: Skills for Life: Geography, 64, 206, 384, 413, 526; Maps, 5, 13, 17,

30, 32, 37, 43, 48, 53, 62, 64, 71, 86, 90, 108, 113, 131, 183, 187,194, 196, 205, 206, 212, 273, 295, 298, 302, 329, 336, 344, 346,362, 365, 368, 375, 384, 388, 396, 409, 413, 437, 442, 445, 450,475, 516, 522, 526, 528, 530, 533, 535, 551, 560, 566, 575, 576,585, 611, 645, 652, 663, 687, 689, 690, 695, 702, 732, 743, 750,757, 760, 773, 808, 810, 814, 828, 839, 875, 876, 893, 911, 937,971, 987, 989, 1044, 1096, 1098, 1099, 1101, 1102, 1104, 1105,1106; Geography and History:, 70, 130, 272, 444, 532, 644, 772,868, 986










PPE. 1.6. Predict how people(s) having different scientific andtechnological capabilities might respond in varioussituations based on their cultural perspectives.

SE: Industrial Innovation in America, 210-211; A TransportationRevolution, 211-213; Advances in Communication, 213; AmericanArtifacts, Life after the American Revolution, 214-215; A MarketEconomy, 231-233; American Artifacts, Engines of Change, 234-325; Industries of the Northeast-238, 237; A TechnologicalRevolution, 407-410; Turning Point, The Bessemer Steel Process,411; The Growth of Big Business, 414-418; Why Study History?You Live in a Post-Industrial Society, 429 ; Technology TransformsLife, 768-769; The First Moon Landing, 914; American Artifacts,The Information Age, 994-995; The Computer Revolution, 999-1000; Technology and You in the Next Century, 1056-1065;Exploring Technology, 6, 211, 237, 412, 434, 577, 604, 694, 811,948

TR: Instructional Support, Guided Reading and Quizzes, 3-6, 90; Skillsfor Life, 15; Enrichment Support, Nystrom, Atlas of Our Country, ,3-5, 28-29; Decision-Making Activities folder, 30-31; Learning withDocuments Folder, 20


Relate geographic factors and economic activitiesSE: Industrial Innovation in America, 210-211; A Transportation








PPE. 1.7. Analyze and demonstrate the value of cultural diversity andcohesion within and across groups.

SE: Cultural Groups: African Americans, 65, 72, 73, 74, 75, 76, 94,107, 114, 135, 204, 208, 214, 215, 221, 222, 263, 266, 267, 268,269, 270, 271, 278, 353, 354, 373, 379, 380, 382, 383, 385, 386,387, 389, 390, 399, 424, 425, 435, 449, 454, 455, 473, 475, 488,490, 491, 499, 500, 501, 511, 535, 581, 582, 583, 610, 611, 618,619, 625, 626, 642, 662, 693, 728, 731, 732, 733, 799, 840, 912,913, 937, 938, 974, 997, 998, 1076, 1077, 1088, 1089; AsianAmericans, 469, 470, 471, 472, 475, 488, 642, 715, 855, 856, 997;Latinos, 55, 475, 488, 642, 693, 852, 853, 854, 855, 1090, 1091,1101; Native Americans, 5, 6, 7, 21, 22, 23, 31, 32, 33, 34, 35, 39,41, 43, 44, 48, 48, 49, 85, 86, 87, 188, 189, 190, 191, 252, 253, 287,288, 290, 291, 292, 305, 306, 438, 444, 445, 488, 661, 788, 857,858, 859, 860, 861, 997

TE: Biography, 13, 43, 52, 74, 114, 140, 185, 209, 270, 304, 316, 345,346, 381, 409, 476, 493, 522, 558, 571, 640, 663, 686, 733, 760,787, 805, 820, 823, 847, 858, 874, 924, 956, 966, 1020. See ADiverse Nation teaching notes.



Draw a conclusion about an Asian nationSE: For related information see pages 21, 455, 469—471, 472, 516, 601,









PPE. 1.8. Explore cultural perspectives by applying techniques suchas brainstorming, data analysis, simulations, and scenariowriting.


TE: See Related Sections in Teachers EditionTR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


Relate cause and effect of post-colonial boundariesSE: Politics, Immigration, and Urban Life, 460—485; Daily Life in the

Gilded Age, 486—509; Becoming a World Power, 514—539; TheWorld War I Era, 564—591; The Twenties, 596—629

TE: 460A—460B, 486A—486B, 514A—514B, 564A—564B, 596A—596BTR: Unit 5: 33—45, 46—58; Unit 6: 59—71, 86—100. See all Enrichment

activities.TECH: Chapters 16, 17, 18, & 20 Resource Pro CD-ROM, Test Bank CD-

ROM, American Heritage CD-ROM, Listening to LiteratureAudiotapes, Listening to Music CD, Color Transparencies







CONTENT STANDARD 2: Students will demonstrate an understandingof the significance of physical and cultural characteristics of places andworld regions.

PPE. 2.1. Formulate connections of individuals, groups, andorganizations to the physical environment.

SE: Maps: Human-Environment Interaction, 362, 663; Movement, 13,17, 30, 53, 86, 113, 187, 194, 295, 298, 302, 346, 368, 409, 611,732, 750, 757, 876; Geography and History, 70—71, 130—131,272—273, 444—445, 532—533, 644—645, 772—773, 868—869,986—987; Your Region Has a Unique Economy, 255




Draw a conclusion about changes in ecosystemsSE: Maps: Regions, 62, 90, 196, 442, 450, 760, 874, 911, 937, 989, 990;




TECH: Resource Pro CD-ROM, Test Bank CD-ROM, American HeritageCD-ROM, Listening to Literature Audiotapes, Listening to MusicCD, Color Transparencies.







PPE. 2.2. Question and appraise how events in all cultures areinfluenced by physical and human geographic factors.

SE: Geography and History: Two Settlement Patterns in the Colonies,70, The Northwest Territory, 130, The Underground Railroad, 272,The End of the Open Range, 444, The Panama Canal, 532, The DustBowl, 644, The Suburban Explosion, 772, The EnvironmentalMovement, 868, The Rise of the Sunbelt, 986; ExploringTechnology, 6, 211, 237, 412, 434, 577, 604, 694, 811, 948; Maps:Movement, 13, 17, 30, 53, 86, 113, 187, 194, 295, 298, 302, 346,368, 409, 611, 732, 750, 757, 876



Relate the significance of several points on a mapSE: Skills for Life: Geography, 64, 206, 384, 413, 526; Maps, 5, 13, 17,

30, 32, 37, 43, 48, 53, 62, 64, 71, 86, 90, 108, 113, 131, 183, 187,194, 196, 205, 206, 212, 273, 295, 298, 302, 329, 336, 344, 346,362, 365, 368, 375, 384, 388, 396, 409, 413, 437, 442, 445, 450,475, 516, 522, 526, 528, 530, 533, 535, 551, 560, 566, 575, 576,585, 611, 645, 652, 663, 687, 689, 690, 695, 702, 732, 743, 750,757, 760, 773, 808, 810, 814, 828, 839, 875, 876, 893, 911, 937,971, 987, 989, 1044, 1096, 1098, 1099, 1101, 1102, 1104, 1105,1106; Geography and History:, 70, 130, 272, 444, 532, 644, 772,868, 986



TECH: Resource Pro CD-ROM, Test Bank CD-ROM, American HeritageCD-ROM, Listening to Literature Audiotapes, Listening to MusicCD, Color Transparencies.







CIVICS AND GOVERNMENT

PPE. 2.3 Generate both current and historical examples of theinterrelationships of science, technology, and society.

SE: Industrial Innovation in America, 210-211; A TransportationRevolution, 211-213; Advances in Communication, 213; AmericanArtifacts, Life after the American Revolution, 214-215; A MarketEconomy, 231-233; American Artifacts, Engines of Change, 234-325; Industries of the Northeast-238, 237; A TechnologicalRevolution, 407-410; Turning Point, The Bessemer Steel Process,411; The Growth of Big Business, 414-418; Why Study History?You Live in a Post-Industrial Society, 429; Technology TransformsLife, 768-769; The First Moon Landing, 914; American Artifacts,The Information Age, 994-995; The Computer Revolution, 999-1000; Technology and You in the Next Century, 1056-1065;Exploring Technology, 6, 211, 237, 412, 434, 577, 604, 694, 811,948

TR: Instructional Support, Guided Reading and Quizzes, 3-6, 90; Skillsfor Life, 15; Enrichment Support, Nystrom, Atlas of Our Country, ,3-5, 28-29; Decision-Making Activities folder, 30-31; Learning withDocuments Folder, 20


Analyze an aspect of the federal governmentSE: For related information see: The Constitution, 122—149 The

Constitution of the United States, 150—173; Government Concepts:Federalism, 322; Checks and Balances, 587; Separation of Powers,670

TE: 122A—122B, 150—173TR: Unit 2: 57—69; Enrichment: Learning with Documents, 11, 47, 82,

83; Why Study History? 6TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








PPE. 2.4. Extract commonalities and differences among cultures asthey relate to the five themes of geography: location, place,human-environment interaction, movement, and region.

SE: Maps: Location, 32, 43, 48, 108, 212, 329, 396, 437, 516, 522, 530,551, 566, 575, 585, 652, 687, 689, 690, 695, 743, 808, 810, 814,893; Place, 5, 37, 183, 205, 336, 344, 388, 475, 516, 535, 839, 971;Human-Environment Interaction, 362, 663; Movement, 13, 17, 30,53, 86, 113, 187, 194, 295, 298, 302, 346, 368, 409, 611, 732, 750,757, 876; Region, 62, 90, 196, 442, 450, 760, 874, 911, 937, 989,990; Geography and History: Two Settlement Patterns in theColonies, 70, The Northwest Territory, 130, The UndergroundRailroad, 272, The End of the Open Range, 444, The Panama Canal,532, The Dust Bowl, 644, The Suburban Explosion, 772, TheEnvironmental Movement, 868, The Rise of the Sunbelt, 986; YourRegion Has a Unique Economy, 255




Draw a conclusion about the ConstitutionSE: For related information see: The Constitution, 122—149 The

Constitution of the United States, 150—173; Women and the SuffrageMovement pages 274—278, 557—560; Civil Rights Movement pages785—789, 818—843; Women s Movement pages 845—851; OtherSocial Movements pages 852—871; Supreme Court Cases: Baker v.Carr, 806; Bradwell v. Illinois, 558; Boynton v. Virginia, 827;Brown v. Board of Education, 786, 787, 788, 804, 819; Escobedo v.Illinois, 805; Gibbons v. Ogden, 245; Gideon v. Wainwright, 805;Korematsu v. United States, 736; Mapp v. Ohio, 805; Marbury v.Madison, 185; McCulloch v. Maryland, 244, 245; Miranda v.Arizona, 805; Muller v. Oregon, 549; Munn v. Illinois, 464; Plessy v.Ferguson, 499, 786; Regents of the California v. Bakke, 950; Roe v.Wade, 849, 965, 966; Schenck v. U.S., 598; Scott v . Sandford, 329,330; Texas v. White, 389; Worcester v. Georgia, 253; ThirteenthAmendment, 116; 166, 370; Fourteenth Amendment, 166, 167, 386,387, 397, 398; The Fifteenth Amendment, 167, 388, 389;Government Concepts, 124, 278, 322, 387, 587, 670







PPE. 2.5. Investigate ways that natural and man-made environmentsinteract with culture by using a variety of experiences, suchas field studies, interactive technologies, works of literature,and the arts.

SE: Geography and History: Two Settlement Patterns in the Colonies,70, The Northwest Territory, 130, The Underground Railroad, 272,The End of the Open Range, 444, The Panama Canal, 532, The DustBowl, 644, The Suburban Explosion, 772, The EnvironmentalMovement, 868, The Rise of the Sunbelt, 986; ExploringTechnology, 6, 211, 237, 412, 434, 577, 604, 694, 811, 948; Maps:Movement, 13, 17, 30, 53, 86, 113, 187, 194, 295, 298, 302, 346,368, 409, 611, 732, 750, 757, 876



Draw a conclusion about the Constitutional ConventionSE: Students can explore this objective, as they comprehend the Articles

of Confederations and Constitution. See Government by the Statespages 123—128 and The Constitutional Convention pages 132—138.








PPE. 2.6. Predict how data and experiences may be interpreted bypeople from diverse cultural perspectives.

SE: American Artifacts, 34—35, 214—215, 234—235, 358—359, 496—497,582—583, 620—621, 724—725, 896—897, 994—995; AmericanHeritage, 118—119, 226—227, 310—311, 402—403, 510—511, 592—593,680—681, 792—793, 900—901, 1004—1005; Connections withAmerican Literature, 1072, 1074, 1076, 1078, 1080, 1082, 1084,1086, 1088, 1090, 1092; Biography, 19, 46, 72, 100, 133, 185, 210,246, 268, 294, 316, 347, 389, 415, 438, 476, 491, 520, 557, 575,616, 640, 663, 696, 733, 756, 775, 804, 821, 853, 874, 915, 937,966, 1000

TR: See Interactive Student Tutorial CD-ROM; Student Edition onAudiotape, American Heritage¤ CD-ROM, Guided ReadingAudiotapes, and Chapter Tests.


Identify a provision of the ConstitutionSE: The Constitution, 122—149 The Constitution of the United States,

150—173; Government Concepts: Federalism, 322; Checks andBalances, 587; Separation of Powers, 670

TE: 122A—122B, 150—173TR: Unit 2: 57—69; Enrichment: Learning with Documents, 11, 47, 82,

83; Why Study History? 6TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


PPE. 2.7 Examine and explain belief systems underlying specifictraditions and laws.

SE: Why Study History? The Bill of Rights Protects You, 147; CrimeVictims Have Rights, 867; The Constitution, 122—149; TheConstitution of the United States, 150—173

TR: Unit 2: 57—69; Enrichment: Learning with Documents, 11, 47, 82,83; Why Study History? 6








STRAND 3: PRODUCTION, DISTRIBUTION, AND CONSUMPTION

CONTENT STANDARD 1: Students will demonstrate an understandingthat different economic systems and limited resources influencecooperation and conflict in decision making.

PDC.1.1. Demonstrate an understanding of scarcity, choice, andresource allocation.

PDC.1.2. Describe the roles that location, supply and demand, prices,and profits play in determining what is produced anddistributed in a market system.

SE: Industrial Innovation in America, 210-211; A TransportationRevolution, 211-213; Advances in Communication, 213; AmericanArtifacts, Life after the American Revolution, 214-215; A MarketEconomy, 231-233; American Artifacts, Engines of Change, 234-325; Industries of the Northeast-238, 237; A TechnologicalRevolution, 407-410; Turning Point, The Bessemer Steel Process,411; The Growth of Big Business, 414-418; Why Study History?You Live in a Post-Industrial Society, 429; Labor Strikes, 599; ABusiness Boom, 603-608; Society in the 1920s, 609-613; MassMedia and the Jazz Age, 614-621; Cultural Conflicts, 622-626;Social Effects of the Depression, 639-645; Surviving the GreatDepression, 646-649; The Postwar Economy, 767-773; Inflation,911; Economic Problems, 933-934; More Economic Instability, 946-947; Changing the Economy, 959-960; Changing the Government,960-961; Recession and Recovery, 962-963; Politics in the 1990s,979-984

Identify causes of constitutional changesRelate cause and effect of a lawSE: For related information see: The Constitution, 122—149 The

Constitution of the United States, 150—173; Women and the SuffrageMovement pages 274—278, 557—560; Civil Rights Movement pages785—789, 818—843; Women s Movement pages 845—851; OtherSocial Movements pages 852—871; Supreme Court Cases: Baker v.Carr, 806; Bradwell v. Illinois, 558; Boynton v. Virginia, 827;Brown v. Board of Education, 786, 787, 788, 804, 819; Escobedo v.Illinois, 805; Gibbons v. Ogden, 245; Gideon v. Wainwright, 805;Korematsu v. United States, 736; Mapp v. Ohio, 805; Marbury v.Madison, 185; McCulloch v. Maryland, 244, 245; Miranda v.Arizona, 805; Muller v. Oregon, 549; Munn v. Illinois, 464; Plessy v.Ferguson, 499, 786; Regents of the California v. Bakke, 950; Roe v.Wade, 849, 965, 966; Schenck v. U.S., 598; Scott v, Sandford, 329,330; Texas v. White, 389; Worcester v. Georgia, 253; ThirteenthAmendment, 116; 166, 370; Fourteenth Amendment, 166, 167, 386,387, 397, 398; The Fifteenth Amendment, 167, 388, 389;Government Concepts, 124, 278, 322, 387, 587, 670








(Continued)PDC.1.2. Describe the roles that location, supply and demand, prices,

and profits play in determining what is produced anddistributed in a market system.



PDC.1.3. Compare economic systems and how they answer economicquestions as to what, how, and for whom to produce goodsand services.

PDC.1.4. Identify present day choices and illustrate that these choiceshave important future consequences.

SE: Industrial Innovation in America, 210-211; A TransportationRevolution, 211-213; Advances in Communication, 213; AmericanArtifacts, Life after the American Revolution, 214-215; A MarketEconomy, 231-233; American Artifacts, Engines of Change, 234-325; Industries of the Northeast-238, 237; A TechnologicalRevolution, 407-410; Turning Point, The Bessemer Steel Process,411; The Growth of Big Business, 414-418; Why Study History?You Live in a Post-Industrial Society, 429; Labor Strikes, 599; ABusiness Boom, 603-608; Society in the 1920s, 609-613; MassMedia and the Jazz Age, 614-621; Cultural Conflicts, 622-626;Social Effects of the Depression, 639-645; Surviving the GreatDepression, 646-649; The Postwar Economy, 767-773; Inflation,911; Economic Problems, 933-934; More Economic Instability, 946-947; Changing the Economy, 959-960; Changing the Government,960-961; Recession and Recovery, 962-963; Politics in the 1990s,979-984

Analyze a Supreme Court caseSE: Supreme Court Cases: Baker v. Carr, 806; Bradwell v. Illinois, 558;

Boynton v. Virginia, 827; Brown v. Board of Education, 786, 787,788, 804, 819; Escobedo v. Illinois, 805; Gibbons v. Ogden, 245;Gideon v. Wainwright, 805; Korematsu v. United States, 736; Mappv. Ohio, 805; Marbury v. Madison, 185; McCulloch v. Maryland,244, 245; Miranda v. Arizona, 805; Muller v. Oregon, 549; Munn v.Illinois, 464; Plessy v. Ferguson, 499, 786; Regents of the Californiav. Bakke, 950; Roe v. Wade, 849, 965, 966; Schenck v. U.S., 598;Scott v, Sandford, 329, 330; Texas v. White, 389; Worcester v.Georgia, 253; Thirteenth Amendment, 116; 166, 370; FourteenthAmendment, 166, 167, 386, 387, 397, 398; The FifteenthAmendment, 167, 388, 389; Government Concepts, 124, 278, 322,387, 587, 670

TR: Unit 1-2: All pagesTECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








(Continued)PDC.1.4. Identify present day choices and illustrate that these choices

have important future consequences.TR: Instructional Support, Guided Reading and Quizzes, 73, 79, 81-82,

90-91; Biography, 89; Enrichment Support, Learning withDocuments Folder, 69, 77; See also Chapter 27, 32, 33, 34, and 35Resource Pro CD-ROM, Test Bank CD-ROM, American HeritageCD-ROM, Listening to Literature Audio tapes, Listening to MusicCD, Color Transparencies.


Analyze the Declaration of IndependenceSE: The Road to Independence, 84—117; The Declaration of

Independence, 102—105; The Constitution, 122—149 TheConstitution of the United States, 150—173

TR: Unit 2: 57—69; Enrichment: Learning with Documents, 11, 47, 82,83; Why Study History? 6



ECONOMICS

PDC.1.5. Apply economic concepts and economic reasoning tohistorical and contemporary social and politicaldevelopment.

SE: Teachers can introduce this area as they complete the EconomicConcepts activities on pages 60, 112, 232, 447, 636, and 992.


Differentiate between services supplied by the public and private sectorsSE: For related information see: Taxes, 449, 550, 551, 798, 803, 1032;

Domestic Policies, 779-781; The New Frontier: Combating Povertyand Inequality, 798-799; Building the Great Society, 802-804; TheNixon Administration: Social Programs, 912; Carter’s DomesticIssues: Spending Cuts, 946; Other Domestic Issues, 949-950; Rootsof the New Conservatism, 955-958; The Reagan Revolution, 959-963; Clinton’s First Term, 981-982; The Republicans’ Contract withAmerica, 982-983; The Minimum Wage, 1023-1029; RethinkingEntitlements, 1030-1038







PDC.1.6. Distinguish between domestic and international economicsystems and explain how the two interact.

SE: Trade with Asia, 14; Columbian Exchange, 22; Triangular Trade, 72,73; European Routes, 10, 13, 14; Fur Trade, 43, 288; Mercantilism,59—61; NAFTA, 992—993, 1039—1042; Surplus and Deficit Trade,1041; For related information see: Taxes, 449, 550, 551, 798, 803,1032; Domestic Policies, 779-781; The New Frontier: CombatingPoverty and Inequality, 798-799; Building the Great Society, 802-804; The Nixon Administration: Social Programs, 912; Carter’sDomestic Issues: Spending Cuts, 946; Other Domestic Issues, 949-950; Roots of the New Conservatism, 955-958; The ReaganRevolution, 959-963; Clinton’s First Term, 981-982; TheRepublicans’ Contract with America, 982-983; The Minimum Wage,1023-1029; Rethinking Entitlements, 1030-1038

TECH: See Interactive Student Tutorial CD-ROM; Student Edition onAudiotape, American Heritage¤ CD-ROM, Guided ReadingAudiotapes, and Chapter Tests.

Draw a conclusion based upon an economic changeIdentify a cause of economic changeSE: Industrial Innovation in America, 210-211; A Transportation


TE: 210-213, 214-215, 231-233, 234-325, 237, 407-410, 411, 414-418,429, 599, 603-608, 609-613, 614-621, 622-626, 639-645, 646-649,767-773, 911, 933-934, 946-947, 959-960, 960-961, 962-963, 979-984

TR: Instructional Support, Unit 5: 3—15; Enrichment Support, Learningwith Documents Folder, 20, 56








PCD.1.7. Analyze the role of specialization in the exchange ofeconomic goods and services.

SE: For related information see: The Expansion of American Industry,406—431

TE: 406A—406BTR: Unit 5: 3—15. See all Enrichment activities.TECH: Chapter 14 Resource Pro CD-ROM, Test Bank CD-ROM,

American Heritage CD-ROM, Listening to Literature Audiotapes,Listening to Music CD, Color Transparencies

Identify the role of stock ownershipSE: The Economy in the late 1920s, 631-634; The Stock Market Crash,

635-638; Stock Market, 711TR: See also Resource Pro CD-ROM Chapter 22TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and

American Heritage History of the United States CD-ROM

PCD.1.8. Compare how values and beliefs influence economicdecisions in different societies.

PCD.1.9. Explore public issues related to resource allocation byapplying techniques, such as brainstorming, data analysis,simulations, and/or scenario writing.

SE: Industrial Innovation in America, 210-211; A TransportationRevolution, 211-213; Advances in Communication, 213; AmericanArtifacts, Life after the American Revolution, 214-215; A MarketEconomy, 231-233; American Artifacts, Engines of Change, 234-325; Industries of the Northeast-238, 237; A TechnologicalRevolution, 407-410; Turning Point, The Bessemer Steel Process,411; The Growth of Big Business, 414-418; Why Study History?You Live in a Post-Industrial Society, 429; Labor Strikes, 599;

Draw a conclusion from information in a chartSE: Cause and Effect Charts, 24, 304, 370, 392, 587, 638, 698, 745;

Graphs, Charts and Tables, 47, 75, 195, 202, 213, 238, 248, 249,267, 306, 318, 326, 419, 420, 443, 447, 462, 468, 469, 478, 488,490, 499, 500, 546, 550, 554, 599, 600, 605, 606, 728, 770, 776,804, 805, 834, 835, 846, 849, 853, 855, 985, 997, 998, 1012, 1097,1100, 1101

TE: 24, 304, 370, 392, 587, 638, 698, 745TR: Chapter Resource Pro CD-ROM, Test Bank CD-ROM, American

Heritage CD-ROM, Listening to Literature Audio tapes, Listening toMusic CD, Color Transparencies








(Continued)PCD.1.9. Explore public issues related to resource allocation by

applying techniques, such as brainstorming, data analysis,simulations, and/or scenario writing.

A Business Boom, 603-608; Society in the 1920s, 609-613; MassMedia and the Jazz Age, 614-621; Cultural Conflicts, 622-626;Social Effects of the Depression, 639-645; Surviving the GreatDepression, 646-649; The Postwar Economy, 767-773; Inflation,911; Economic Problems, 933-934; More Economic Instability,946-947; Changing the Economy, 959-960; Changing theGovernment, 960-961; Recession and Recovery, 962-963; Politicsin the 1990s, 979-984

TECH: Chapter 14 Resource Pro CD-ROM, Test Bank CD-ROM,American Heritage CD-ROM, Listening to Literature Audiotapes,Listening to Music CD, Color Transparencies

Make an inference about federal deficitsSE: For related information see: Taxes, 449, 550, 551, 798, 803, 1032;

Domestic Policies, 779-781; The New Frontier: Combating Povertyand Inequality, 798-799; Building the Great Society, 802-804; TheNixon Administration: Social Programs, 912; Carter’s DomesticIssues: Spending Cuts, 946; Other Domestic Issues, 949-950; Rootsof the New Conservatism, 955-958; The Reagan Revolution, 959-963; Clinton’s First Term, 981-982; The Republicans’ Contract withAmerica, 982-983; The Minimum Wage, 1023-1029; RethinkingEntitlements, 1030-1038








STRAND 4: POWER, AUTHORITY, AND GOVERNANCE

CONTENT STANDARD 1: Students will demonstrate an understandingof the ideals, rights, and responsibilities of participating in a democraticsociety.

PAG.1.1. Explain the purpose of government and analyze how itspowers are acquired, used, and justified.

SE: Fascism and Nazism, 685, 686; Monarchy, 11; Socialism, 423—424,542; Communism, 598, 685, 743, 744, 1052; The Constitution,122—149 The Constitution of the United States, 150—173

TE: Global Connections, 687TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


Read a graphSE: Graphs, Charts and Tables, 47, 75, 195, 202, 213, 238, 248, 249,

267, 306, 318, 326, 419, 420, 443, 447, 462, 468, 469, 478, 488,490, 499, 500, 546, 550, 554, 599, 600, 605, 606, 728, 770, 776,804, 805, 834, 835, 846, 849, 853, 855, 985, 997, 998, 1012, 1097,1100, 1101








CULTURES

PAG.1.2. Explain the origins and continuing influence of key ideals ofa democratic republican government, such as individualhuman dignity, liberty, justice, equality, and the rule of law.

SE: The Constitution, 122—149 The Constitution of the United States,150—173; Why Study History? The Debate Over States RightsContinues, 337; Suffrage at Last, 557-560; Civil rights Movement:The Political Response, 831-832; Twenty Fourth Amendment, 170,799

TR: Unit 2: All pages. American Heritage¤ CD-ROM: Time Tour: FromRevolution to Republic


Compare social control in different types of societiesSE: Fascism and Nazism, 685, 686; Monarchy, 11; Socialism, 423—424,

542; Communism, 598, 685, 743, 744, 1052; The Constitution,122—149 The Constitution of the United States, 150—173



PAG.1.3. Synthesize the principles of United States political heritagethrough the examination of such documents as theDeclaration of Independence, Common Sense (ThomasPaine), the United States Constitution, the Bill of Rights,Civil Disobedience (Henry David Thoreau), Letter from

a Birmingham Jail (Martin Luther King, Jr.), etc.SE: The Declaration of Independence, 102; Common Sense ( Thomas

Paine), 98; The Constitution, 122—149; The Constitution of theUnited States, 150—173; the Bill of Rights, 147; CivilDisobedience (Henry David Thoreau), 557; Letter from aBirmingham Jail (Martin Luther King, Jr.), 829, 1088—1089

TE: 98, 102, 122—149, 150—173, 557, 829, 1088—1089TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


Identify a key aspect of Asian thoughtSE: For related information see pages 21, 455, 469—471, 472, 516, 601,









PAG.1.4. Identify, analyze, interpret, and evaluate sources andexamples of citizens rights and responsibilities.

PAG.1.5. Examine persistent issues involving the rights, roles, andstatus of the individual in relation to the general welfare.

SE: For related information see: The Constitution, 122—149 TheConstitution of the United States, 150—173; Women and the SuffrageMovement pages 274—278, 557—560; Civil Rights Movement pages785—789, 818—843; Women s Movement pages 845—851; OtherSocial Movements pages 852—871; Supreme Court Cases: Baker v.Carr, 806; Bradwell v. Illinois, 558; Boynton v. Virginia, 827;Brown v. Board of Education, 786, 787, 788, 804, 819; Escobedo v.Illinois, 805; Gibbons v. Ogden, 245; Gideon v. Wainwright, 805;Korematsu v. United States, 736; Mapp v. Ohio, 805; Marbury v.Madison, 185; McCulloch v. Maryland, 244, 245; Miranda v.Arizona, 805; Muller v. Oregon, 549; Munn v. Illinois, 464; Plessy v.Ferguson, 499, 786; Regents of the California v. Bakke, 950; Roe v.Wade, 849, 965, 966; Schenck v. U.S., 598; Scott v, Sandford, 329,330; Texas v. White, 389; Worcester v. Georgia, 253; ThirteenthAmendment, 116; 166, 370; Fourteenth Amendment, 166, 167, 386,387, 397, 398; The Fifteenth Amendment, 167, 388, 389;Government Concepts, 124, 278, 322, 387, 587, 670

TR: Unit 1-2: All pages. American Heritage¤ CD-ROM: Time Tour:From Revolution to Republic


Relate a publication and its effectSE: For related information see Historical Evidence pages 8, 300, 327,

357, 502, 608, 706, 778, 801, 825, and 926. Media, 1001.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








PAG.1.6. Analyze and evaluate the influence of citizen action andpublic opinion on the formulation of public policy.

SE: Why Study History?, 25, 55, 81, 115, 147, 197, 223, 255, 283, 307,337, 373, 399, 429, 457, 483, 507, 537, 561, 589, 627, 655, 677,711, 737, 763, 789, 815, 841, 867, 895, 927, 951, 975, 1001;Pathways to the Future: Immigration and the Golden Door,1008—1015; Gun Control and Crime, 1016—1022; The MinimumWage, 1023—1029; Rethinking Entitlements, 1030—1038; TheDebate Over Trade, 1039—1047 Foreign Policy after the Cold War,1048—1055 Technology and You in the Next Century, 1056—1065;Government Concepts, 124, 278, 322, 387, 587, 670

TR: Why Study History? 2—36; Enrichment: Why Study History? 2—36;Decision-Making Activities, 4—52


Draw a conclusion from information in two graphsSE: Graphs, Charts and Tables, 47, 75, 195, 202, 213, 238, 248, 249,

267, 306, 318, 326, 419, 420, 443, 447, 462, 468, 469, 478, 488,490, 499, 500, 546, 550, 554, 599, 600, 605, 606, 728, 770, 776,804, 805, 834, 835, 846, 849, 853, 855, 985, 997, 998, 1012, 1097,1100, 1101








CONTENT STANDARD 2: Students will demonstrate an understandingof the commonalities and differences of various systems of government.

PAG.2.1. Compare the ideologies, structures, institutions, andprocesses of different political systems.

SE: Fascism and Nazism, 685, 686; Monarchy, 11; Socialism, 423—424,542; Communism, 598, 685, 743, 744, 1052; The Constitution,122—149 The Constitution of the United States, 150—173



Make a cultural comparison on a world mapSE: Maps: Regions, 62, 90, 196, 442, 450, 760, 874, 911, 937, 989, 990;











PAG.2.2. Evaluate the impact of technology in communications,transportation, information processing, weaponsdevelopment, etc., as they relate to domestic and foreignpolicies.

SE: Why Study History?, 25, 55, 81, 115, 147, 197, 223, 255, 283, 307,337, 373, 399, 429, 457, 483, 507, 537, 561, 589, 627, 655, 677,711, 737, 763, 789, 815, 841, 867, 895, 927, 951, 975, 1001;Pathways to the Future: Immigration and the Golden Door,1008—1015; Gun Control and Crime, 1016—1022; The MinimumWage, 1023—1029; Rethinking Entitlements, 1030—1038; TheDebate Over Trade, 1039—1047 Foreign Policy after the Cold War,1048—1055 Technology and You in the Next Century, 1056—1065

TE: 25, 55, 81, 115, 147, 197, 223, 255, 283, 307, 337, 373, 399, 429,457, 483, 507, 537, 561, 589, 627, 655, 677, 711, 737, 763, 789,815, 841, 867, 895, 927, 951, 975, 1001

TR: Why Study History? 2—36 Decision-Making Activities, 4—52TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and


THIS CONCLUDES THE SAT 9 TASK 2 OBJECTIVES







PAG.2.3. Research and debate selected social issues, such as-- but notlimited to--public health, public education, wastemanagement, and pollution.

SE: For related information see: Taxes, 449, 550, 551, 798, 803, 1032;Domestic Policies, 779-781; The New Frontier: Combating Povertyand Inequality, 798-799; Building the Great Society, 802-804; TheNixon Administration: Social Programs, 912; Carter’s DomesticIssues: Spending Cuts, 946; Other Domestic Issues, 949-950; Rootsof the New Conservatism, 955-958; The Reagan Revolution, 959-963; Clinton’s First Term, 981-982; The Republicans’ Contract withAmerica, 982-983; The Minimum Wage, 1023-1029; RethinkingEntitlements, 1030-1038

TR: Instructional Support, Guided Reading and Quizzes, 5, 13, 18, 79-80, 85-86, 88-91, 101-102; Biography, 107; Literature Activity, 16,21; Skills for Life, 94; Debating the Future, 14-15, 19-20;Enrichment Support, Learning with Documents Folder, 34, 40, 106;Decision-Making Activities, 38-39, 46-47








STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS

CONTENT STANDARD 1: Students will demonstrate critical thinkingskills through research, reading, writing, speaking, listening, andproblem solving.

SSPS.1.1. Integrate reading, writing, listening, and speaking skillsthroughout the social sciences.


TE: See all Background notes.TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








SSPS.1.2. Develop and enhance observation, questioning, andinterpretive skills throughout the social sciences.

SSPS.1.3. Develop and enhance critical analysis skills, such as causeand effect and inductive and deductive reasoning,throughout the social sciences.

SSPS.1.4. Employ creative thinking skills throughout the socialsciences.

SE: Chapter Review, 26—27, 56—57, 82—83, 116—117, 148—149,198—199, 224—225, 256—257, 284—285, 308—309, 338—339,376—377, 400—401, 430—431, 458—459, 484—485, 508—509,538—539, 562—563, 590—591, 628—629, 656—657, 678—679,712—713, 738—739, 764—765, 790—791, 816—817, 842—843,870—871, 898—899, 928—929, 952—953, 976—977, 1002—1003, 1015,1022, 1029, 1038, 1047, 1055; Why Study History?, 25, 55, 81, 115,147, 197, 223, 255, 283, 307, 337, 373, 399, 429, 457, 483, 507,537, 561, 589, 627, 655, 677, 711, 737, 763, 789, 815, 841, 867,895, 927, 951, 975, 1001









CONTENT STANDARD 2: Students will demonstrate the ability to usethe tools of the social sciences.

SSPS.2.1. Employ the scientific method throughout the socialsciences.

SE: Historical Evidence, 8, 300, 327, 357, 502, 608, 706, 778, 801, 825,926; Critical Thinking, 97, 129, 179, 249, 265, 452, 546, 569, 649,671, 730, 747, 851, 886, 945, 969, 985; Chapter Review, 26—27,56—57, 82—83, 116—117, 148—149, 198—199, 224—225, 256—257,284—285, 308—309, 338—339, 376—377, 400—401, 430—431,458—459, 484—485, 508—509, 538—539, 562—563, 590—591,628—629, 656—657, 678—679, 712—713, 738—739, 764—765,790—791, 816—817, 842—843, 870—871, 898—899, 928—929,952—953, 976—977, 1002—1003, 1015, 1022, 1029, 1038, 1047,1055; Why Study History?, 25, 55, 81, 115, 147, 197, 223, 255, 283,307, 337, 373, 399, 429, 457, 483, 507, 537, 561, 589, 627, 655,677, 711, 737, 763, 789, 815, 841, 867, 895, 927, 951, 975, 1001










SSPS.2.2. Distinguish fact from opinion and recognize bias andpropaganda.

SE: Distinguishing Fact from Opinion, 128, 149, 225, 299, 539, 840; Seeall Sections on Chapter Review



SSPS.2.3. Record oral history.SE: For related information see Connections with American Literature,

1072, 1074, 1076, 1078, 1080, 1082, 1084, 1086, 1088, 1090, 1092TE: Navajo Language, 4

SSPS.2.4. Use brainstorming techniques throughout the socialsciences.


TE: Se all Background notes.TR: See all Instructional and Enrichment activities.TECH: See Resource Pro CD-ROM, Interactive Tutorial CD-ROM, and








SSPS.2.5. Draw inferences.SE: Recognizing Cause and Effect, 18, 27, 33, 114, 173, 225, 233, 296,

348, 459, 466, 613, 638, 691, 739, 791, 835, 843, 894, 958, 968,977; Cause and Effect Charts, 24, 304, 370, 392, 587, 638, 698, 745


TE: 24, 304, 370, 392, 587, 638, 698, and 745. See all Cause and Effectteaching annotations

TR: See all Guided Reading and Quizzes where students have anopportunity to examine causes and effects of historical events.








SSPS.2.6. Use appropriate tools, such as globes, maps, statistical data,primary historical sources, relevant media resources,interactive technologies, and field studies, etc.

SE: Skills for Life: Geography, 64, 206, 384, 413, 526; Maps, 5, 13, 17,30, 32, 37, 43, 48, 53, 62, 64, 71, 86, 90, 108, 113, 131, 183, 187,194, 196, 205, 206, 212, 273, 295, 298, 302, 329, 336, 344, 346,362, 365, 368, 375, 384, 388, 396, 409, 413, 437, 442, 445, 450,475, 516, 522, 526, 528, 530, 533, 535, 551, 560, 566, 575, 576,585, 611, 645, 652, 663, 687, 689, 690, 695, 702, 732, 743, 750,757, 760, 773, 808, 810, 814, 828, 839, 875, 876, 893, 911, 937,971, 987, 989, 1044, 1096, 1098, 1099, 1101, 1102, 1104, 1105,1106; Graphs, Charts and Tables, 47, 75, 195, 202, 213, 238, 248,249, 267, 306, 318, 326, 419, 420, 443, 447, 462, 468, 469, 478,488, 490, 499, 500, 546, 550, 554, 599, 600, 605, 606, 728, 770,776, 804, 805, 834, 835, 846, 849, 853, 855, 985, 997, 998, 1012,1097, 1100, 1101; Analyzing Primary Sources, 643, 648, 657, 765;Primary and Secondary Sources: Connections with AmericanLiterature, 1072, 1074, 1076, 1078, 1080, 1082, 1084, 1086, 1088,1090, 1092

TR: See all Instructional and Enrichment activities. See also the Atlasthat accompanies this program.








SSPS.2.7. Employ processes of historical inquiry, such as using avariety of sources and checking the credibility of thosesources, validating, and weighing evidence using primaryand secondary sources.

SE: Critical Thinking Skills: Analyzing Primary Sources, 643, 648, 657,765; Analyzing Political Cartoons and Documents, 27, 57, 83, 117,149, 199, 225, 257, 282, 309, 339, 377, 401, 431, 457, 484, 509,539, 563, 591, 629, 657, 679, 713, 739, 765, 791, 817, 843, 871,899, 929, 953, 977, 1003; Determining Relevance, 117, 339, 356,383, 506, 755, 762, 814, 885, 914; Distinguishing Fact fromOpinion, 128, 149, 225, 299, 539, 840; Primary and SecondarySources: Connections with American Literature, 1072, 1074, 1076,1078, 1080, 1082, 1084, 1086, 1088, 1090, 1092

TR: Instructional Support: See all Comparing Primary Activities andLiterature Activities. Enrichment Support: See all Learning WithDocuments activities.
