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New Hampshire Frameworks Correlations
Ad
Access 
This site from Duke University contains images and information
for over 7,000 advertisements printed in U.S. and Canadian newspapers and magazines
between 1911 and 1955. Ad Access concentrates on five main subject areas: Radio,
Television, Transportation, Beauty and Hygiene, and World War II.
Intended Audience:
General Reading Level: Middle School Teacher Section: No Searchable:
Yes Social Studies: Economics
Curriculum Standard 6Students will demonstrate the ability to examine the interaction of
individuals, households, communities, businesses, and governments in market
economies including competition; specialization; productivity; traditional forms
of enterprise; and the role of money and financial institutions.
Proficiency Standards
By the end of grade six students will be able to: - Describe how supply, demand, and competition affect prices in market
economies.
Proficiency
Standards
By the end of grade ten students will be able to: -
Describe and analyze the role that supply and demand, prices, incentives, and
profits play in determining what is produced and distributed in market economies.
-
Explain, by using examples, how goods and services are produced and distributed
in market economies.
-
Discuss the ways that specialization contributes to and influences the production
and exchange of goods and services.
Curriculum Standard 7
Students will demonstrate an understanding of different types of economic systems,
their advantages and disadvantages, and how the economic systems used in particular
countries may change over time.
Proficiency Standards
By the end of grade six students will be able to: -
Explain, by giving examples, the economic role played by various institutions
including households, workers, banks, labor unions, government agencies, small
and large businesses, and corporations.
-
Explain, by using
examples, that the strategies employed to satisfy needs and wants vary in different
economic systems.
Curriculum Standard 9
Students will demonstrate the ability and willingness to apply economic concepts
in the examination and resolution of problems and issues in educational, occupational,
civic, and everyday settings.
Proficiency Standards
By the end of grade six students will be able to: -
Describe, using a specific example such as a school-based yard sale, the application
of economic concepts, including scarcity, supply and demand, prices, incentives,
and profit, in deciding what items to sell; how much to ask for each item; how
to advertise and conduct the sale; and how to evaluate its success.
Proficiency Standards
By the end of grade ten students will be able to: -
Apply knowledge of economic concepts in evaluating historical issues, policies,
and events.
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.
-
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.
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.
-
Use historical materials to trace the development of an idea or trend across
space or over a prolonged period of time in order to identify and explain patterns
of historical continuity and change.
-
Critically analyze historical materials in order to distinguish between the
important and the inconsequential and differentiate among historical facts,
opinions, and reasoned judgments.
-
Perceive past events and issues as they were experienced by the people at the
time to avoid viewing, analyzing, and evaluating the past only in terms of the
present (present-mindedness).
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 1920s: A Decade
of Prosperity and Problems (1920-1930) including economic changes and their
ramifications; progress and conflict in the social and cultural scene; domestic
politics; and foreign relations.
-
Demonstrate an
understanding of major topics in the study of the Depression and the New Deal
(1929-1941) including the origins of the Great Depression and its effects on
people and society; the major approaches and programs of the New Deal; and the
continuing debate over the successes and failures of the New Deal.
-
Demonstrate an
understanding of major topics in the study of World War II and the Cold War
(1939-1961) including the causes, conduct, course, and aftermath of World War
II; effects of the war on the homefront; the emergence of the United States
as a superpower; the origins of the Cold War; and postwar political developments
at home and abroad.
-
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.
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