New Hampshire Frameworks Correlations

African Voices
Learn about the people, history, and culture of Africa at this site from the Smithsonian Museum of Natural History. Follow the history of Africa from pre-history to present day with an interactive timeline and explore themes in African culture over time and hear Africans speak of their daily life.
Intended Audience: General Reading Level: Middle/High School Teacher Section: No Searchable: No

Social Studies: Geography

  Curriculum Standard 11
Students will demonstrate an understanding of the physical and human geographic features that define places and regions.

Proficiency Standards
By the end of grade six students will be able to:

  • Identify and discuss similarities and differences in cultural landscapes found in different places in the world.

  • Discuss the attachments people have for a particular place and region as well as their sense of belonging in certain places and regions.

Proficiency Standards
By the end of grade ten students will be able to:

  • Discuss the impact of different levels of technology on the human and physical geographic features of places and regions.


  • Explain how industrialization, population, and urbanization define places and regions.


  • Analyze how language, tradition, and other cultural elements shape peoples' perceptions and opinions about places and regions.
  Curriculum Standard 13
Students will demonstrate an understanding of the impact of human systems on Earth's surface including the characteristics, distribution, and migration of human populations; the nature and complexity of patterns of cultural diffusion; patterns and networks of economic interdependence; processes, patterns, and functions of human settlement; and the forces of cooperation and conflict that shape human geographic divisions.

Proficiency Standards
By the end of grade six students will be able to:

  • Describe Earth's human systems including the urban, agricultural, political, economic, communication, and transportation systems.


  • Discuss the relationship between physical features and the location of human systems including the distribution of population in coastal areas, river valleys, and mountain ranges.


  • Employ demographic and cultural characteristics, including age, gender, ethnicity, and language, to describe populations.


  • Describe and compare housing and land use patterns in rural, urban, and suburban areas in the United States and other regions of the world.


  • Define the major components of culture and write a description of their culture.

Proficiency Standards
By the end of grade ten students will be able to:

  • Analyze the locations of and interconnections among Earth's human systems.


  • Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.


  • Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.


  • Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.


  • Describe, by examining the development of major industries in the United States, how geography and the factors of production have contributed to the location of certain types of manufacturing in particular places and regions.


  • Analyze how various factors, including resources, boundaries, strategic locations, culture, and politics, contribute to cooperation and conflict within and between countries.

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.


  • 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.
  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 six students will be able to:

  • Demonstrate a basic understanding of the origin, development, and distinctive characteristics of major ancient, classical, and agrarian civilizations including the Mesopotamian, Ancient Hebrew, Egyptian, Nubian (Kush), Greek, Roman, Gupta Indian, Han Chinese, Islamic, Byzantine, Olmec, Mayan, Aztec, and Incan Civilizations.


  • Demonstrate a basic understanding of the distinctive characteristics of major contemporary societies and cultures of Africa, the Americas, Asia, Europe, and the Middle East.

Proficiency Standards
By the end of grade ten students will be able to:

  • Discuss the nature and growth of European imperialism in the 18th and 19th centuries as well as decolonization in the 20th century including the consequences of both in Europe and their effects in Africa, India, East Asia, the Middle East, and the Americas.


  • Discuss the significance of major cultural, economic, and political developments in the 20th century including the development and internationalization of art, music, and literature; the worldwide quest for democracy, political freedom, and human rights; the making of the European community of nations; the growth of international trade; and new approaches to worldwide cooperation and interdependence.

The Arts: Visual Art

  Curriculum Standard 4
Students will be able to analyze the visual arts in relation to history and culture

Proficiency Standards
By the end of grade four students will be able to:

  • Know that the visual arts have both a history and a specific relationship to various cultures.


  • Identify specific works of art in particular cultures, times, and places.


  • Describe how history, culture, and visual arts influence each other.

Proficiency Standards
By the end of grade eight in addition to the above, 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.