New Hampshire Frameworks Correlations
Posters: American Style 
Posters have provided some of the country's most powerful cultural messages. This site from the Smithsonian Museum of American Art provides images of some of the great graphic images made in the United States over the past century and looks at the process of using visual imagery for communicating patriotic, commercial and propaganda messages. A special section of the site explores the historical events that inspired selected posters.
Intended Audience: General Reading Level: High School Teacher Section: No Searchable: Yes
The Arts: Visual Art
Curriculum Standard 4
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 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 Standards
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.
- Understand various critical models of interpreting works from several historical periods and cultures.
- Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.
Curriculum Standard 5
Analyze, interpret and evaluate their own and others’ artwork.
Proficiency Standards
By the end of grade four students will be able to:
- Identify various purposes for creating works of art.
- Describe how people’s experiences influence the development of specific art works.
- Understand that people may respond in different and equally valid ways to specific art works.
- Describe their personal responses to specific works of art using visual art terminology.
Proficiency Standards
By the end of grade eight students will be able to:
- Compare multiple purposes for creating works of art.
- Analyze the meanings of contemporary and historic artworks.
- Evaluate the quality and effectiveness of their own and others’ work by using specific criteria.
- Describe their own responses to, and interpretation of, specific works of art.
Proficiency Standards
By the end of grade twelve students will be able to:
- Research and analyze historic meaning and purpose in various works of art.
- Defend personal interpretations to better understand specific works of art.
- Reflect critically on various interpretations to better understand specific works of art.
- Analyze and interpret art works identifying relationships among form, context and purposes.
Social Studies: History
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:
- Explain, using examples, how folklore, literature, and the arts reflect, maintain, and transmit our national and cultural heritage.
Proficiency Standards
By the end of grade ten students will be able to:
- Demonstrate an understanding of major topics in the study of the Emergence of the United States as a World Power (1890-1920) including the Spanish American War; American expansion in the far East and Latin America; the United States in World War I; effects of the war on the homefront; and America's role in postwar peacemaking.
- 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.
