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New Hampshire Frameworks Correlations
America
in the 1930s 
Travel back to the 1930s and view the period through its films, radio programs,
literature, journalism, museums, exhibitions, architecture, art, and other forms
of cultural expression.
Intended
Audience: General Reading Level: High School Teacher Section:
No Searchable: No 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 ten students will be able to: - Construct and interpret parallel time lines on multiple themes.
- Group events by
broadly-defined eras in the history of the state, nation, or area under study.
- Analyze historical
documents, artifacts, and other materials for credibility, relevance, and point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.
- Develop and implement
research strategies in order to investigate a given historical topic.
- 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).
- Explain, using
examples from history, that not all problems have clear-cut solutions.
- Explain that judgments
and generalizations about the past are often tentative and must be used carefully
when dealing with present issues.
- Utilize knowledge
of the past and the processes of historical analysis to carry out historical
research; make comparisons; develop and defend generalizations; draw and support
conclusions; construct historical explanations, narratives, and accounts; solve
problems; and make informed decisions.
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.
Arts: Visual Arts
Curriculum Standard 4
Analyze the visual arts in relation to history and culture.
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
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