New Hampshire Frameworks Correlations
Audio Interviews 
e. e. cummings on what makes an artist. Watson and Crick on the discovery of DNA. Any Warhol speaks on how he selected his portrait subjects. Artists, poets, writers, actors, politicians, and other key figures of the 20th century are featured in audio interviews at this site from the BBC. In addition to the interviews, you will also find biographies.
Intended Audience: General Reading Level: High School Teacher Section: No Searchable: No
Social Studies Broad Goals
Students will demonstrate a thorough knowledge of the history of their community, New Hampshire, the United States, Western civilization, and the world, including the contributions of famous men and women, ordinary citizens, and groups of people.
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:
- 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.
- 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.
- Use basic research skills to investigate and prepare a report on a historical person or event.
Proficiency Standards
By the end of grade ten students will be able to:
- Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.
- Examine historical materials relating to a particular region, society, or theme; analyze change over time; and make logical inferences concerning cause and effect.
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 twelve students will be able to:
- Demonstrate an understanding of major topics in the study of the Recent United States (1949-present) including the Civil Rights and women's movements; new immigration policies; foreign policy developments; the Cold War; post-World War II conflicts; technological and economic change; expanding religious diversity and the growth of religious evangelicalism; and the United States in the contemporary world.
Curriculum Standard 18
Students will demonstrate a knowledge of the chronology and significant developments of world history including the study of ancient, medieval, and modern Europe (Western civilization) with particular emphasis on those developments that have shaped the experience of the entire globe over the last 500 years and those ideas, institutions, and cultural legacies that have directly influenced American thought, culture, and politics.
Proficiency Standards
By the end of grade ten students will be able to:
- Discuss the significance of major cultural, economic, and political developments in the 20th century including the development and internationalization of art, music, and literature; the worldwide quest for democracy, political freedom, and human rights; the making of the European community of nations; the growth of international trade; and new approaches to worldwide cooperation and interdependence.
Language Arts: Literature
Curriculum Standard 4
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
Proficiency Standards
By the end of grade ten students will be able to:
- Demonstrate knowledge, understanding, and appreciation of literature from various cultures and times, written for a variety of purposes and in a variety of genres such as the classics and contemporary American, British, and world literature, and works by Pulitzer and Nobel prize winners.
- Understand that themes and events in literature often parallel real life.
- Analyze the ways that literature reflects the range of human experience.
- Analyze the ways readers and writers are influenced by personal, social, cultural, and historical contexts
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The Arts: Visual Arts
Curriculum Standard 4
Analyze the visual arts in relation to history and culture.
Proficiency Standard
By the end of grade eight students will be able to:
- Compare the characteristics of works of art representing various cultures, historical periods, and artists.
- Describe and place a variety of art objects by style and artist, and by historical and cultural contexts.
- Describe how a given work of art can be interpreted differently in various cultures and time.
- Analyze, describe, and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art.
Proficiency Standard
By the end of grade twelve students will be able to:
- Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art. Analyze relationships among works. of art in terms of history, aesthetics, and culture, using their observations to inform their own art making.
