New Hampshire Frameworks Correlations

Yiddish Radio Project
From the 1930s to 1950, Yiddish radio was heard across the country. From serial dramas to mediation courts, this forgotten piece of American history is captured at this site. So sit back and tune in to some Yiddish radio classics. Worried about language? Don't be, the instant Yid-O-Matic English Translator is hard at work.
Intended Audience: General Reading Level: Middle/High School Teacher Section: No Searchable: No

Social Studies: Geography

  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:

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


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

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  • Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.


  • 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).


  • Explain, using examples from history, that not all problems have clear-cut solutions.


  • Explain that judgments and generalizations about the past are often tentative and must be used carefully when dealing with present issues.


  • 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.
  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 twelve students will be able to:

  • Demonstrate an understanding of major topics in the study of the 1920s: A Decade of Prosperity and Problems (1920-1930) including economic changes and their ramifications; progress and conflict in the social and cultural scene; domestic politics; and foreign relations.


  • Demonstrate an understanding of major topics in the study of the Depression and the New Deal (1929-1941) including the origins of the Great Depression and its effects on people and society; the major approaches and programs of the New Deal; and the continuing debate over the successes and failures of the New Deal.


  • 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.