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New Hampshire Frameworks Correlations
Devices
of Wonder 
Learn about some of the mechanical inventions and toys that were the predecessors
of todays movie, robotic, optical, and computer technologies. From the Magic
Painter Game to Magic Lantern Slides, this site takes you back in time to explore
the sometimes surprising paths that led to today's technologies.
Intended
Audience: General Reading Level: Middle/High School Teacher Section:
Yes Searchable: No
Science:
Broad Goals
- Students will perceive that scientific knowledge is the result
of the cumulative efforts of people, past and present, who have
attempted to explain the world through an objective, peer-tested,
rational approach to understanding natural phenomena and occurrences.
- Students will demonstrate an understanding of the impact of
science and technology on society.
Science: Science as Inquiry
Curriculum Standard 1a
Students will demonstrate an increasing understanding of how the
scientific enterprise operates.
Proficiency Standards
By the end of grade ten students will be able to:
- Compare and contrast how technology has shaped our lives
both in the past and the present.
- Explain how scientific knowledge is applied in the design
and manufacture of products or technological processes, e.g.
water purification systems, sewage treatment systems, microwave
ovens, resistors.
Science: Science, Technology, and Society
Curriculum Standard 2a
Students will demonstrate an increasing ability to use measuring
instruments to gather accurate and/or precise information.
Proficiency Standards
By the end of grade ten students will be able to:
- Describe ways in which technology has improved measuring
instruments and their accuracy.
Curriculum Standard 2f
Students will demonstrate an increasing ability to understand
that progress in science and technology is controlled by societal
attitudes and beliefs.
Proficiency Standards
By the end of grade six students will be able to:
- Cite examples which show how society can affect the direction
taken by science and technology.
Proficiency Standards
By the end of grade ten students will be able to:
- Illustrate, through example, that the knowledge produced
through science and technology changes the way members of
society think.
- Demonstrate, by giving examples, the relationships between
the maintenance and progress of society and scientific and
technological advancement.
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.
- 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.
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.
The Arts: Visual Art
Curriculum Standard 4
Students will be able to analyze the visual arts in relation to
history and culture
Proficiency Standards
By the end of grade four students will be able to:
- Know that the visual arts have both a history and a specific
relationship to various cultures.
- Identify specific works of art in particular cultures, times,
and places.
- Describe how history, culture, and visual arts influence
each other.
Proficiency Standards
By the end of grade eight in addition to the above, 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.
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