nhfr

	K-3 students should be able to:	4-6 students should also be able to:
Focus Question 1: Boundaries What are the boundaries of New Hampshire and how did they get there?
	1A define, describe and locate the boundaries of self, home, school, neighborhood, and town.	1B describe and locate the boundaries of New Hampshire and discuss their meanings.
Focus Question 2: Natural Environment and People How have the natural environment and the way people live affected each other in New Hampshire?
	2A use maps to describe the natural and manmade environment around them, identifying some of the ways the two have affected each other, now and in the past. 3A use observation and primary source materials to research and discover the ways humans and the natural environment have affected each other in the students' own community. 4A explore a topic by posing questions, making observations, and recording information based on those observations.	2B use maps to describe the natural and manmade environment in New Hampshire, identifying some of the ways the two have affected each other, now and in the past. 3B use observation and primary source materials to research and discover the ways humans and the natural environment have affected each other in New Hampshire. 4B pose research questions, create hypotheses by identifying possible cause-effect relationships, and summarize research results.
Focus Question 3: National, Ethnic and Cultural Groups What has happened when different national, ethnic, and cultural groups have met in New Hampshire?
	5A identify and describe national.ethnic, and cultural groups from the past and present of their own community. 6A identify and describe how national, ethnic, and cultural groups in the students' own households, school, community, and region have expressed and transmitted their beliefs and ways - such as through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language.	5B identify and describe national, ethnic, and cultural groups from past and present New Hampshire; identify and describe examples showing how the groups interacted with each other and with other groups in the state. 6B identify and describe how national, ethnic, and cultural groups in New Hampshire have expressed and transmitted their beliefs and ways - such as through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language.
Focus Question 4: Politics How have government and politics affected New Hampshire groups and individuals?
	7A identify and describe their community's and county's government and its functions.	7B identify and describe New Hampshire government and its functions, past and present.
Focus Question 5: Technology How has technology affected life in New Hampshire?
	8A define technology; give examples from their own experience and community of how technologies affect people and how people use technologies.	8B define technology; give examples from their own experience and from New Hampshire of how technologies affect people and how people use technologies, now and have used them in the past.
Focus Question 6: Groups and Organizations What have groups and organizations contributed to New Hampshire life?
	9A identify nongovernmental groups in the students' own community and describe those groups' functions.	9B identify nongovernmental groups in New Hampshire and describe those groups' functions, now and in the past.
Focus Question 7: Material Wants and Needs How have people and organizations interacted to produce, distribute, and consume wealth and take care of material needs in New Hampshire?
	10A identify and describe the economy of their community and how the economy creates ties among people.	10B identify and describe the economy of New Hampshire and how the economy creates ties among people, now and in the past.
Focus Question 8: Self-expression How have New Hampshire people expressed their views, and what have they had to say?
	11A find out how people have expressed ideas and feelings in the students' own community.	11B find out how people expressed ideas and feelings in New Hampshire.

We recommend that planning be anchored in a systematic strategy to teach content and skills. These Instructional Outcomes are stated in terms of content and skills, what students should know and be able to do at different grade levels. This is a list from which to select, depending on student needs, teacher preferences, available time, the district/school curriculum plan,
available resources, and individual interests.