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New Hampshire Frameworks Correlations
Norton
Simon Museum of Art: 14-16th Century Art 
You'll find works by Dieric Bouts, Lucas Cranach the Elder, Botticelli,
Filippino Lippi, Raphael, and Hans Memling at this site. Sections
of each item can be enlarged up to four times and each item is
accompanied by a detailed description.
Intended Audience: General Reading Level:
High School Teacher Section: No Searchable:
No
The Arts: Visual Art
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.
Curriculum Standard 5
Analyze, interpret and evaluate their own and others’ artwork.
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.
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.
History: Social Studies
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.
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.
Curriculum Standard 18
Students will demonstrate a knowledge of the chronology and
significant developments of world history including the study of
ancient, medieval, and modern Europe (Western civilization) with
particular emphasis on those developments that have shaped the experience
of the entire globe over the last 500 years and those ideas, institutions,
and cultural legacies that have directly influenced American thought,
culture, and politics.
Proficiency Standards
By the end of grade ten students will be able to:
- Demonstrate an understanding of major developments in Europe
during the Middle Ages including nomadic invasions from the
Eurasian Steppes; interactions with the Muslim world; Byzantine
Empire; Black Death; and feudalism and the evolution of representative
government.
- Demonstrate an understanding of major developments in Europe
during the 15th and 16th centuries including the Renaissance
and the Reformation; the rise of the Ottoman Empire; the origins
of capitalism; and exploration and colonization.
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