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Learn.WitUS

New Hampshire standards alignment

Designed for high school. Below is every New Hampshirestandard these courses cover: the exact code, the standard's own words, and the lesson that covers it. Where we only cover part of a standard, it says so, and says which part.

6
standards mapped
2
fully covered
4
partially covered
2
frameworks

This list is filtered. Showing 6 standards covered by US Constitution 101: The Document That Builds the Government, out of 38 mapped for New Hampshire. Clear filters

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Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Learn.WitUS against the published standards. It has not been reviewed, endorsed, or approved by New Hampshire's education authority or by anyone else.
  • Every code was fetched, then transcribed word for word. Each framework below shows the date its codes and text were retrieved from the publisher.
  • Standards get revised.A code can be renumbered or its wording changed without notice, and some states publish more than one live edition of the same document. Confirm anything you file against your own jurisdiction's current requirements, using the source links below.
  • We would rather claim less. Where the courses only partly cover a standard, this page says partially covered and explains the gap. Standards we considered and could not honestly claim are listed at the bottom, with the reasons.

New Hampshire · Social Studies

K-12 Social Studies New Hampshire Curriculum Framework — Grades 9-12 Civics and Governments (SS:CV)

K-12 Social Studies New Hampshire Curriculum Framework, June 2006 · Grades 9-12 Civics and Governments (SS:CV) · New Hampshire Department of Education (NH DOE) / State Board of Education · retrieved 2026-07-19

New Hampshire's Grades 9-12 Civics and Governments strand is the anchor for the New Hampshire Civics flagship. Two of its indicators name New Hampshire's own government explicitly — SS:CV:12:2.1 (the fundamental ideals incorporated in the United States Constitution AND the New Hampshire Constitution) and SS:CV:12:2.3 (the roles of the United States AND New Hampshire judicial systems, with the New Hampshire Supreme Court's advisory-opinion function as the document's own example) — so, unlike the purely-federal states, New Hampshire's own structure (the 400-member citizen House, the elected Executive Council, the appointed-to-70 judiciary, the town meeting) has a genuine home, mapped here. The federal-ladder indicators carry the general civics claims, and the Rights and Responsibilities strand (SS:CV:12:4) hosts the flagship's participation lessons. Transcribed verbatim from the 2006 NH DOE Framework (see the file header for the provenance note).

Read the source document →

  • SS:CV:12:2.1

    Covered
    Describe how the fundamental ideals and principles of American government are incorporated in the United States Constitution and the New Hampshire Constitution, e.g., the rule of law or individual rights and responsibilities.

    Covered by

    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
    • · New Hampshire Civics, Lesson 1 · “Live Free or Die”: the 1784 Constitution and the 9th state
    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power

    Note: The flagship's primary home: the standard names the New Hampshire Constitution alongside the U.S. Constitution, and both are taught — the U.S. Constitution's fundamental ideals article by article (rule of law, separation of powers, individual rights) and New Hampshire's own Constitution of 1784 (its Part First Bill of Rights, the 'Live Free or Die' state).

  • SS:CV:12:1.1

    Covered
    Identify the structures and functions of government at various levels, e.g., county—role of the sheriff’s office, or nation—role of providing the defense of the country.

    Covered by

    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
    • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards
    • · New Hampshire Civics, Lesson 2 · The 400-member House: a citizen Legislature
    • · New Hampshire Civics, Lesson 3 · The Executive Council and how New Hampshire picks its judges

    Note: Structures and functions at various levels are taught end to end: the three federal branches (Articles I-III) and what local government handles, plus New Hampshire's own branches — the 400-member General Court and the elected five-member Executive Council that shares executive power with the Governor.

  • SS:CV:12:1.3

    Partially covered
    Evaluate how the purposes of government have been interpreted, e.g., promoting the general welfare or protection of private property.

    Covered by

    • · US Constitution 101, Lesson 2 · The Preamble: who, and why

    What we do and don't cover: Partial: the purposes of government are taught by working the Preamble clause by clause (including 'promote the general welfare'). The standard's evaluative task — how those purposes have been INTERPRETED and contested over time — is set up rather than assessed.

  • SS:CV:12:1.4

    Partially covered
    Explain how in the United States legitimate authority derives from custom, law and consent of the governed, e.g., the Mayflower Compact or local curfews.

    Covered by

    • · New Hampshire Civics, Lesson 5 · Town meeting, local government, and how to take part
    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article

    What we do and don't cover: Partial: consent of the governed is taught as an idea in the constitution course and embodied concretely by the New Hampshire town meeting, where residents themselves vote the budget and the warrant articles — direct consent in action. The standard's specific examples (the Mayflower Compact, local curfews) are not worked individually.

  • SS:CV:12:2.2

    Partially covered
    Analyze the evolution of the United States Constitution as a living document, e.g., the Bill of Rights or Plessy v. Ferguson.

    Covered by

    • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
    • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments
    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
    • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
    • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life

    What we do and don't cover: Partial: the Constitution as a living document is taught through the mechanisms that change it — the Bill of Rights as a document, the Article V amendment process, and how Supreme Court precedent expands rights over time through the landmark cases. Plessy v. Ferguson specifically is not taught.

New Hampshire · Social Studies

K-12 Social Studies New Hampshire Curriculum Framework — Grades 9-12 US / NH History (SS:HI)

K-12 Social Studies New Hampshire Curriculum Framework, June 2006 · Grades 9-12 US / NH History (SS:HI) · New Hampshire Department of Education (NH DOE) / State Board of Education · retrieved 2026-07-19

New Hampshire's Grades 9-12 US / NH History strand (SS:HI) is theme-based — the framework itself directs an effective study to 'focus on broad themes, important concepts, major issues and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts.' The catalog's labor, migration, civil-rights, industrial, and trade history exercises several of its indicators on specific worked cases; each is claimed partially with the reach stated. Transcribed verbatim from the 2006 NH DOE Framework.

Read the source document →

  • SS:HI:12:1.3

    Partially covered
    Analyze the roots and application of the federal system of government by examining key documents and events, e.g., the Articles of Confederation or the New Deal.

    Covered by

    • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation
    • · The History of Unions, Lesson 9 · 1935: the year organizing became a right (the Wagner Act)
    • · The History of Unions, Lesson 10 · The hole in the law: who the Wagner Act left out
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    What we do and don't cover: Partial: both of the standard's named examples are taught — why the Articles of Confederation failed and produced the 1787 Constitution, and one signature New Deal expansion of federal power, the Wagner Act — alongside federalism and why power is divided. A full analysis of the federal system's development is not the course's arc.

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

  • Mathematics — nothing. This catalog does no mathematics instruction, so it meets no New Hampshire College and Career Ready (Common Core) mathematics standard.
  • Science — one partial claim, via the shared NGSS file. New Hampshire adopted the NGSS in November 2016 as its science standards, so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry. There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
  • New Hampshire's own state structure is taught more fully than any one 2006 indicator captures. New Hampshire Civics teaches the Constitution of 1784 and 'Live Free or Die,' the 400-member House of Representatives (roughly one representative per 3,300 residents, legislators paid $100 a year — a citizen legislature), the elected five-member Executive Council that shares executive power with a 2-year Governor who has no Lieutenant Governor, the appointed-to-70 judiciary confirmed by that Council, the first-in-the-nation presidential primary, the absence of any statewide citizen initiative, and the town meeting — all from New Hampshire's own sources. SS:CV:12:2.1 (the New Hampshire Constitution), SS:CV:12:2.3 (the New Hampshire judiciary), and SS:CV:12:1.1 (structures at various levels) host most of it, but the 2006 Civics indicators are deliberately example-based concept statements, not a New Hampshire-government checklist, so the Executive Council, the 400-member House, and the first-in-the-nation primary have no code of their own.
  • The Civics indicators on world affairs and foreign policy. The entire third Civics standard — SS:CV:12:3.1 (the United States' response to environmental, economic, and technological issues in world affairs), SS:CV:12:3.2 (the relationship between domestic and foreign policy), and SS:CV:12:3.3 (the impact of the United States' contributions to democratic ideals on world affairs) — is about the United States in the world. The catalog's civics is domestic structure and participation, so we do not claim these.
  • The Geography strand — checked, thin overlap, not claimed. The Grades 9-12 Geography strand (SS:GE:12) is human-environment and spatial geography. The catalog's growing-belts and resource-map content is geographic, but its overlap with the Geography indicators is adjacency-level at best, so we do not stretch it into a claim; where that content maps squarely — how trade and commodity distribution shape economies — it is claimed under the World History and Economics strands instead.
  • The US/NH History, World History, and Economics indicators we checked and rejected. Across the three history/economics strands, the indicators the courses do not genuinely teach are not claimed: in US/NH History, SS:HI:12:1.2 and 1.4 (religion in political life; sectionalism), all of SS:HI:12:2 (foreign policy and international relations), SS:HI:12:3.1/3.3/3.4 (intellectual movements, group influences on the arts, the spread of American culture), SS:HI:12:4.1/4.3 (westward movement; technology simplifying/complicating work), and SS:HI:12:5.1-5.4 (unity vs. pluralism, gender roles, attitudes toward diversity, social class); in World History, SS:WH:12:1.1-1.3/1.5, all of SS:WH:12:2.2/2.4 and 3, SS:WH:12:4.4/4.5, and all of SS:WH:12:5; and in Economics, the market-mechanics (SS:EC:12:1, 2.1/2.2/2.4/2.5), business-cycle (SS:EC:12:3), monetary/fiscal (SS:EC:12:4), comparative-advantage and currency (SS:EC:12:5.1/5.2), and personal-finance (SS:EC:12:6) standards. Where the catalog's globalization content could touch two near-duplicate indicators, it is claimed once under the closest fit rather than padded.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. New Hampshire's closest frameworks for these (its digital-literacy/computer-science and world-languages standards) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no New Hampshire claims this pass.

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