Classroom Internet Library
New Hampshire Frameworks Correlations
TinFoil 
Explore early sound recording and listen to early wax cylinder recordings from the Liberty Bell March recorded in 1897 to Take Me Out to the Ball Game recorded in 1908.
Intended Audience: General Reading Level: High School Teacher Section: No Searchable: No
The Arts: Music
Curriculum Standard 6
Listen to, analyze, and describe music.
Proficiency Standards
By the end of grade four students will be able to:
- Identify the sounds of different instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.
Proficiency Standards
By the end of grade four students will be able to:
- Analyze how elements of music are expressed in diverse genres and cultures.
Proficiency Standards
By the end of grade twelve students will be able to:
- Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.
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.
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.
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 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.
- 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.
- 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:
- 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).
- 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.
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