New Hampshire Frameworks Correlations War
Stories 
Find out what it is like to be a war correspondent at this site from the Newseum.
The site features video interviews with Dan Rather, Peter Arnett, John Quinones,
Christiane Amanpour, Peter Jennings, Ted Kopel, and Edith Lederer as well as
an examination of how changes in technology have changed war coverage. Intended Audience:
General Reading Level: Middle/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 six students will:- Identify
and discuss the main ideas in historical narratives, their purpose, and the
point of view from which they were constructed.
-
Examine historical data
related to ideas, events, and people from a given time-frame in order to reconstruct
a chronology and identify examples of cause and effect.
-
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Examine historical documents,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.
-
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.
-
Recognize the difference
between fact and conjecture and between evidence and assertion.
-
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:-
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Analyze historical documents, artifacts, and other materials for credibility,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.
-
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.
Proficiency Standards
By the end of grade ten students will be able to: - 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.
-
Demonstrate an understanding of major topics in the study of the Recent United
States (1949-present) including the Civil Rights and women's movements; new
immigration policies; foreign policy developments; the Cold War; post-World
War II conflicts; technological and economic change; expanding religious diversity
and the growth of religious evangelicalism; and the United States in the contemporary
world.
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 the causes and worldwide consequences of World
War I, the Russian Revolutions, World War II, the Chinese Revolution, the Cold
War, and post-World War II conflicts.
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