Classroom Internet Library
New Hampshire Frameworks Correlations
Heart and Soul: A Celebration of African American Music 
Most of today's popular music has its roots in African American rhythms and culture. This site from World Book explores African American influence on spirituals, jazz, blues, rock and roll, and classical music and includes audio files as well as profiles of key African American musicians like Marian Anderson, Paul Robeson, Billie Holiday, Lena Horne, Louis Armstrong, Scott Joplin, King Oliver, Blind Lemon Jefferson, and Fats Domino.
Intended Audience: General Reading Level: High School Teacher Section: No Searchable: No
The Arts: Music
Curriculum Standard 9
Understand music in relation to history and culture.
Proficiency Standards
By the end of grade four students will be able to:
- Identify by genre or style aural examples of music from various historical periods and cultures.
- Describe in simple terms how elements of music are used in various world cultures.
- Identify many uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.
- Identify and describe the roles of musicians in music settings and cultures.
- Demonstrate audience behavior appropriate for the context and style of music performed.
- Describe the way music has been a continuous part of the history of human culture.
Proficiency Standards
By the end of grade eight students will be able to:
- Describe distinguishing characteristics of representative music genres and styles from different cultures.
- Classify by genre, style, historical period, composer, or title bodies of exemplary musical works and explain the characteristics that cause each work to be considered exemplary.
- Compare the role of musicians, the function music serves and conditions under which music is typically performed, in several cultures of the world.
Proficiency Standards
By the end of grade twelve students will be able to:
- Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications.
- Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.
- Identify and explain the stylistic features of a given music work that serve to define its aesthetic tradition and its historical or cultural context.
- Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.
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.
- 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.
- Frame useful questions in order to obtain, examine, organize, evaluate, and interpret historical information.
- 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:
- 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 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.
- Discuss the on-going story of their community, state, and nation in terms of the contributions of countless individuals.
- Explain, using examples, how folklore, literature, and the arts reflect, maintain, and transmit our national and cultural heritage.
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