New Hampshire Frameworks Correlations

Cultures
Animations, images, and essays illustrate cultures around the world from the Hopi and their Anasazi ancestors to the the Greek shrine of Dodona. Other stories include the Amistad slave ship rebellion; the Muwekma Ohlone and their Pacific Islander cousins; Angkor Wat in Cambodia; and Timbuktu, Great Zimbabwe and Afropop.
Intended Audience: General Reading Level: Middle 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 ten students will be able to:

  • Construct and interpret parallel time lines on multiple themes.


  • 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  • Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.
  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 Standard
By the end of grade ten students will be able to:
  • Describe the factors that led to the meeting of people from three worlds (The Great Convergence) that followed the arrival of Columbus in 1492 including major cultural changes in 15th-century Europe; the status and complexity of pre-Colombian societies in the Americas; and the status and complexity of West African societies in the 15th century.


  • Demonstrate an understanding of major topics in the study of the Expanding Nation: Westward Movement (1803-1860) including the Louisiana Purchase; Indian policy and treaties; Manifest Destiny; the significance of the War with Mexico; interactions of white and black Americans, Native Americans, Asians, and Mexicans; and the economic, social, and political impact of the West on the growing nation.
  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.


  • Discuss the connections among civilizations from earliest times as well as the continuing growth in interaction among the world's people including the impact of changes in transportation and communication.


  • Demonstrate an understanding of major landmarks in the human use of the environment from Paleolithic times to the present including the agricultural transformation at the beginning; the industrial transformation in recent centuries; and the current technological revolution.


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