Apply chronological and spatial thinking to understand the meaning, implications, and import of historical and current events.

Social Studies Standards Proficiency (Grades 9 12) STANDARD 1: HISTORY Students 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. Compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons learned and analyze how change occurs 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. Analyze how change occurs 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 1

Use a variety of maps and documents to interpret human movement and the diffusion of ideas, technological innovations, and goods 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, gathering pertinent information, and evaluating the evidence and point of view contained within primary and secondary sources. 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 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. 2

Identify an author s argument, viewpoint, or perspective in an historical account 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. Distinguish "facts" from author s opinions, and evaluate an author s implicit and explicit philosophical assumptions, beliefs, or biases about a subject 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. 3

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 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 events unfolded. S how connections between particular events and larger social, economic, and political trends and developments 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. Interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values 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 4

Hypothesize how events could have taken different directions 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: The Copernican view of the universe and Newton s natural laws Teachers can encourage students to explore this issue as they begin their study of the Spanish exploration of the Americas on pages 19 20. 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 Teachers can encourage students to explore this issue as they begin their study of the Spanish exploration of the Americas on pages 19 20. ideas that led to parliamentary government and the rights of Englishmen through the Puritan revolt and the Glorious Revolution For related information see Puritans pages 1 and 22 and Glorious Revolution page 762. PO 5. challenges to absolute monarchy, including the French Revolution For related information see the French involvement with our revolution on page 31. PO 6. the Napoleonic Era, including the codification of law For related information see the French involvement with our revolution on page 31. 5

PO 7. Latin America s wars of independence, including Simon Bolivar For related information see Latin America pages 263 264. *1SS-P5. Explain the causes and effects of the Industrial Revolution, with emphasis on: how scientific and technological changes promoted industrialization in the textile industry in England the impact of the growth of population, rural-to-urban migrations, growth of industrial cities, and emigration out of Europe For related information see: A Technological Revolution pages151 156. TE: 151 156 TR: Unit 1: 3 4, 15; Resource Pro CD-ROM Chapter 14 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. t he evolution of work and the role of labor, including the demise of slavery, division of labor, union movement, and impact of immigration 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. 6

PO 4. the political and economic theories of capitalism and socialism, including Adam Smith and Karl Marx 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: the clash between cultures, including the Zulu wars in Africa, the Sepoy Rebellion in India, and the Boxer Rebellion in China For related information see Other Gains in the Pacific pages 268 269. the development of the British Empire around the world 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. 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 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. 7

PO 4. the immediate and long-term responses by people under colonial rule Students can explore this objective with the following lessons: 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: the rise of nationalism, including the unification of Germany and Otto Von Bismarck s leadership the rise of ethnic and ideological conflicts, including the Balkans, Austria-Hungary, and the decline of the Ottoman Empire 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. 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. the importance of geographic factors in military decisions and outcomes TR: For related information see: The United States Declares War, 314 316; Americans on the European Front, 317 321 Unit 2: 86 87, 99; Learning with Documents, 26. See Resource Pro CD-ROM Chapter 20. 8

PO 4. the human costs of the mechanization of war such as the machine gun, airplane, gasoline, submarine, trench warfare, and tanks 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 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 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: the rise of totalitarianism and militarism in Japan and Germany 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. Nazi Germany s attempts to eliminate the Jews and other minorities through the Holocaust 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. 9

influence of world conflicts prior to World War II, including the Spanish Civil War, Italian invasion of Ethiopia, and the Japanese invasion of Manchuria 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 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 Fascism and Nazism, 429 430 TE: Global Connections, 431 TR: Unit 4: 44-45. See Resource Pro CD-ROM Chapter 24. PO 6. PO 7. the political, diplomatic and military leadership, including Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, George Patton, and Rommel 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 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. 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. 10

*1SS-P9. Analyze the international developments after World War II and during the Cold War, with emphasis on: war crimes trials, including the Nuremberg Trials Nuremberg Trials, 454, 455 TE: 454, 455 TR: Why Study History? 25 the creation of the modern state of Israel and conflicts in the Middle East The Middle East, 504 TE: Biography, 504 TR: Unit 4: 74 75. See Resource Pro CD-ROM Chapter 26. PO 4. the rebuilding of Western Europe, including the Marshall Plan and NATO Soviet control of Eastern Europe, including the Warsaw Pact and Hungarian Revolt 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. 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 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 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 Genocide, 321, 452 455 11

PO 8. the reasons for the collapse of the Soviet Union and end of communism in Europe 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: Gandhi s non-violence movement for India s independence Mohandas Gandhi is introduced as students learn about his influence on Martin Luther King, Jr. on page 566. the fight against apartheid in South Africa and evolution from white minority government, including the role of Nelson Mandela South Africa, 733 TE: A Diverse Nation, 733 PO 4. the struggle for democracy in Latin America Trouble Spots Abroad, 706 PO 5. the Mexican Revolution, including land and labor reforms 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 in response to the Industrial Revolution, with emphasis on: 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 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 12

innovations in technology, evolution of marketing techniques, and changes to the standard of living A Technological Revolution, 151 156 TE: 151 156 TR: Unit 1: 3 4, 15; Resource Pro CD-ROM Chapter 14 the development of monopolies and their impact on economic and political policies, including laissez faire economics and the ideas of Social Darwinism TR: Gaining a Competitive Edge, 160 161; Effects on American Society, 161 162 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-tourban migrations of Americans and the racial and ethnic conflicts that resulted TR: 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 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. PO 6. 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 Populism and William Jennings Bryan, Jane Addams, muckrakers, and the economic problems faced by farmers 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 Populism, 190 196; Cultural Conflicts, 366 370 TE: 190 196, 366 370 13

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 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 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: the availability of cheap land and transportation, including the role of the railroads and the use of immigrant Chinese and Irish labor the development of resources and the resulting population and economic patterns, including mining, ranching, and agriculture the effects of development on American Indians and Mexican Americans, including Indian Wars, establishment of reservations, and land displacement Moving West, 177 179 TE: 177 179 TR: Unit 1: 16 17. See Resource Pro CD-ROM Chapter 15. Farming, Mining, and Ranching, 184 189 TE: 184 189 TR: Unit 1: 20 21. See Resource Pro CD-ROM Chapter 15. 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: 14

the causes for a change in foreign policy from isolationism to intervention The Pressure to Expand, 259 262 TE: 259 262 TR: Unit 2: 59 60. See Resource Pro CD-ROM Chapter 18. the debate between pro- and anti-imperialists over taking the Philippines 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. the results of the Spanish American War 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 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. 15

PO 5. the events that led to United States involvement in World War I and the United States impact on the outcome 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. PO 7. the impact of World War I on the United States, including the Red Scare Wilson s involvement in the peace process and the United States rejection of the League of Nations 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. 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, including the causes and effects of the Great Depression, with emphasis on: 16

social liberation and conservative reaction during the 1920 s, including flappers, Prohibition, Harlem Renaissance, and the Scopes trial 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 4. the rise of mass production techniques and the impact of the automobile and appliances on the prosperity and standard of living for many Americans the causes of the Great Depression, including unequal distribution of income, weaknesses in the farm sector, and the policies of the Federal Reserve Bank the human and natural crises of the Great Depression, including unemployment, food lines, Dust Bowl, and the western migration of Midwest farmers A Consumer Economy, 347 348; Ford and the Automobile, 348 35 TE: 347 351 TR: Learning with Documents, 63 The Economy in the Late 1920s, 375-378; The Stock Market Crash, 379 382; The Dust Bowl, 388 389 TE: 375 378, 379 383 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. 17

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 TE: TR: 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 402A 402B 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: reasons the United States moved from a policy of isolationism to international involvement, including Pearl Harbor 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 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. 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. 18

Arizona contributions to the war effort, including the Navajo Code Talkers, Ira Hayes, and local training bases For related information see Navajo Code Talkers on page 437. PO 4. postwar prosperity and the reasons for it 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: the implementation of the foreign policy of containment, including the Truman Doctrine, the Berlin Blockade, Berlin Wall, Bay of Pigs, Korea, and Vietnam the Red Scare, including McCarthyism and the House Un-American Activities Committee 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 The McCarthy Era, 502 503 TE: 502 503 TR: Unit 4: 74 75. nuclear weapons and the arms race 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 Sputnik, 506, 528; The Space Program, 543 TE: 506, 528, 543 19

PO 5. Arizona s industrial development, movement to the suburbs, and growth in the "Sunbelt" 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: intent and impact of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution 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 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. the use of the judicial system to secure civil rights, including key court cases such as Brown v. Board of Education of Topeka 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. 20

PO 4. the role and methods of civil rights advocates, including Martin Luther King, Jr., Malcolm X, Rosa Parks, and Cesar Ch vez 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 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 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, with emphasis on: 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 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. 21

reasons for, and impact of, the nation s changing immigration policy, including Mexico-United States border issues 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 4. the persistence of poverty, and the Great Society s attempt to alleviate it the "Watergate Scandal" and its impact on American attitudes about government 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. 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/GOVERNMENT Students 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 of government, with emphasis on: 22

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) For related information see The Constitution pages 36 43. TE: Customize for More Advanced Students: John Locke, 33 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) Students can explore this objective as they read Declaring Independence page 30 and The Declaration of Independence pages 32 35. the importance to the Founders of the rights of Englishmen, the Magna Carta, the representative government in England, and the English Bill of Rights Magna Carta, 22 TE: 22 PO 4. the fundamental principles in the Declaration of Independence 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 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: 23

* the principles of democracy and republican form of government developed by the Greeks and Romans, respectively 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. separation of powers (Charles de Montesquieu) 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: failures of the Articles of Confederation that led to the Philadelphia Convention proposals for representation in the Virginia and the New Jersey Plans that led to the Great Compromise 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. The Constitutional Convention, 38 43 TE: 38 43 TR: Unit 1: 57 69. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. development of a federal system of government reserving powers to the states and the people TR: A New Plan of Government, 39 43. See also Why Study History? The Debate Over States Rights Continues page 83. 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 Ratifying the Constitution, 41 TR: Unit 1: 2 43. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. 24

PO 5. the development of state constitutions and how this experience influenced the framing of the United States Constitution and Bill of Rights 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: specific powers delegated in Article I of the Constitution, checks and balances such as veto override, impeachment, Senate confirmation of appointments, and treaties 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. the role of competing factions (The Federalist Number 10) 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. how the lawmaking process operates, including the role of leadership within Congress TR: A New Plan of Government, 39 41; The Constitution of the United States, 46 51 Unit 1: 57 69. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. 25

PO 4. the influence of the unelected such as staff, lobbyists, and special interest groups 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: specific powers delegated in Article II of the Constitution, including checks and balances such as the veto and judicial appointment power TR: 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. Unit 1: 57 69; Why Study History Booklet, 33. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. the roles and duties of the presidency and the development and function of the executive branch, including the cabinet and federal bureaucracy TR: 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 Unit 1: 57 69. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. election of the president through the nomination process, national conventions, and electoral college 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 States Supreme Court decisions, with emphasis on: 26

specific powers delegated by the Constitution in Article III and judicial review developed in Marbury v. Madison (The Federalist Number 80) TR: 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. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. A dual court system of state and federal courts 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: federalism, expressed powers, implied powers, inherent powers, and concurrent powers TR: 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. Unit 1: 57 69; Why Study History Booklet, 33. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. state sovereignty, the reserved powers, and the resulting conflicts between federal, state, and local governments (The Federalist Number 45) TR: 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. Unit 1: 57 69; Why Study History Booklet, 33. See Resource Pro CD-ROM Chapter 5 and Constitution Study Guide. 27

the issues of federalism raised in McCulloch v. Maryland 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: Constitutional mandates such as the right of habeas corpus, no bill of attainder, and the prohibition of ex post facto laws the First Amendment guarantees of freedom of religion, speech, press, assembly, and petition Fact Finder: The Bill of Rights, 41; Bill of Rights, 42 TR: See Resource Pro CD-ROM Chapter 5 Fact Finder: The Bill of Rights, 41; Bill of Rights, 42 TR: See Resource Pro CD-ROM Chapter 5 t he Second Amendment right to bear arms 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 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 Turning Point: Fourteenth Amendment, 132 133 TR: See Resource Pro CD-ROM Chapter 13. 28

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 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 of Education, 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; PO 6. (Continued) 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 of the 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: direct democracy by initiative, referendum, and recall processes 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. the election process including redistricting, voter registration, and primaries 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. Arizona s legislature, its structure, how a bill becomes law, and the impeachment process TR: For related information see The Constitution of the United States pages 46 54 and Defining the Government s Powers pages 68 69. See Constitution Study Guide for relevant information. 29

PO 4. the five major executive officers and their specific powers 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 TR: For related information see The Constitution of the United States pages 46 54 and Defining the Government s Powers pages 68 69. 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: the connections between self-interest, the common good, and the essential element of civic virtue (George Washington s Farewell Speech) 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. obeying the law, serving on juries, paying taxes, voting, and military service 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. 30

analyzing public issues, policy making, and evaluating candidates and their positions 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: * advantages and disadvantages of unitary, confederate, and federal systems 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. the ways powers are distributed and shared in a parliamentary system For related information see Monarchy pages 432 433. 31

free versus totalitarian systems of government 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: GEOGRAPHY Students 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 using geographic tools, with emphasis on: 32

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 TR: 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 Enrichment: Geography and History, 2 22. See also the Atlas that accompanies this program. 33

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 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. 34

*3SS-P2. Analyze natural and human characteristics of places in the world studied to define regions, their relationships, and their pattern of change, with emphasis on: 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 applying the concept of region to organize the study of a geographic issue using multiple criteria ways, places, and regions studied reflect economic, physical, and cultural changes and how their relationships, roles and patterns may change as a result 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. 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 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 35