Classroom Internet Library
New Hampshire Frameworks Correlations
California Gold 
This site from the Library of Congress contains sound recordings, still photographs, drawings, and written documents from a variety of European ethnic and English- and Spanish-speaking communities in 1930s Northern California. The collection comprises 35 hours of folk music recorded in twelve languages representing numerous ethnic groups and 185 musicians.
Intended Audience: General Reading Level: High School Teacher Section: No Searchable: Yes
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- Examine historical documents, artifacts, and other materials and classify them as primary or secondary sources of historical data.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- Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.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 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.
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 sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
- 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.
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