New Hampshire Frameworks Correlations

Turning the Pages
Step into the British Library and turn the pages of two medieval manuscript's, the Sherborne Missal and Sultan Baybars' Qur'an. You can look at the documents page-by-page and zoom into sections of each page for a detailed look.
Intended Audience: General Reading Level: Middle School Teacher Section: No Searchable: No
  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.

  • 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.

  • 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  • Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.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.
  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:

  • Compare the origin, central ideas, institutions, and worldwide influence of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.

  • Discuss the contributions of Judaism and Christianity to the development of Western civilization.

  • 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.

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.