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New Hampshire Frameworks Correlations
Oregon
Trail in Idaho 
Travel in the footsteps of the pioneers who traveled the Oregon Trail, read
journal entries and learn about trail landmarks in Idaho.
Intended Audience: General Reading Level: Middle School Teacher
Section: No Searchable: No
Social Studies: History
Curriculum Standard 16
Students will demonstrate the ability to employ historical analysis, interpretation,
and comprehension to make reasoned judgments and to gain an understanding, perspective,
and appreciation of history and its uses in contemporary situations.
Proficiency Standards
By the end of grade six students will be able to:
- Identify and discuss the main ideas in historical narratives, their purpose,
and the point of view from which they were constructed.
- Examine historical data related to ideas, events, and people from a given
time-frame in order to reconstruct a chronology and identify examples of cause
and effect.
- Demonstrate an understanding that people, artifacts, and documents represent
links to the past and that they are sources of data from which historical
accounts are constructed.
- Examine historical documents, artifacts, and other materials and classify
them as primary or secondary sources of historical data.
- Understand the significance of the past to themselves and to society.
- Display historical perspective by describing the past through the eyes
and experiences of those who were there, as related through their memories,
literature, diaries, letters, debates, arts, maps, and artifacts.
- Discuss the importance of individuals and groups that have made a difference
in history, and the significance of character and actions for both good and
ill.
Proficiency Standards
By the end of grade ten students will be able to: -
Identify and discuss the main ideas in historical narratives, their purpose,
and the point of view from which they were constructed.
-
Examine historical data
related to ideas, events, and people from a given time-frame in order to reconstruct
a chronology and identify examples of cause and effect.
-
Demonstrate an understanding
that people, artifacts, and documents represent links to the past and that they
are sources of data from which historical accounts are constructed.
-
Examine historical documents,
artifacts, and other materials and classify them as primary or secondary sources
of historical data.
-
Understand the significance
of the past to themselves and to society.
-
Display historical perspective
by describing the past through the eyes and experiences of those who were there,
as related through their memories, literature, diaries, letters, debates, arts,
maps, and artifacts.
-
Discuss the importance
of individuals and groups that have made a difference in history, and the significance
of character and actions for both good and ill.
Curriculum Standard 17
Students will demonstrate a knowledge of the chronology and significance of
the unfolding story of America including the history of their community, New
Hampshire, and the United States.
Proficiency Standards
By the end of grade six students will be able to: -
Outline the chronology of major events in local, New Hampshire, and United States
history from the first arrival of humans to the present.
-
Describe the migration of large groups of people into and throughout the United
States from the first arrival of humans to the present.
Proficiency
Standards
By the end of grade ten students will be able to: -
Demonstrate an understanding of major topics in the study of the Expanding Nation:
Westward Movement (1803-1860) including the Louisiana Purchase; Indian policy
and treaties; Manifest Destiny; the significance of the War with Mexico; interactions
of white and black Americans, Native Americans, Asians, and Mexicans; and the
economic, social, and political impact of the West on the growing nation.
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