New Hampshire Frameworks Correlations

20th Century Heroes and Villains
Kennedy and the Cuban Missile Crisis, Truman and the Atomic Bomb, Winston Churchill and Dresden, Stalin and the industrialization of the USSR, Mussolini and Abyssinia.This site puts these five figures of major historical importance under the microscope. Each event is covered by an introduction and then a series of essential questions to research. Students can then vote as to whether the figures were heroes or villains and justify their verdict.
Intended Audience: Students Reading Level: 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 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  • Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.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 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 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:

  • Discuss the origins, political ideas, and worldwide effects on society, politics, and economics of the European ideologies of the 19th and 20th centuries including Conservatism, Liberalism, republicanism, social democracy, Marxism, Communism, Fascism, Nazism, and nationalism.


  • 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.


  • 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.


  • 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.