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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.

38
standards mapped
11
fully covered
27
partially covered
6
frameworks

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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:12:2.3

    Covered
    Describe the roles and responsibilities of the United States and New Hampshire judicial systems, e.g., resolution of conflict between states or New Hampshire Legislature’s use of advisory opinions from the New Hampshire Supreme Court.

    Covered by

    • · The Supreme Court & the Judicial Branch, Lesson 1 · The federal judiciary: from district courts to the Supreme Court
    • · The Supreme Court & the Judicial Branch, Lesson 7 · Checks on the Court
    • · New Hampshire Civics, Lesson 3 · The Executive Council and how New Hampshire picks its judges

    Note: Both judicial systems the standard names are taught: the federal judiciary's structure and independence, and New Hampshire's own courts — judges nominated by the Governor and confirmed by the elected Executive Council, serving to age 70, and the New Hampshire Supreme Court's advisory-opinion function, which is the standard's own example.

  • 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:12:4.1

    Covered
    Demonstrate responsible practices within the political process, e.g., registering to vote or taking civic action.

    Covered by

    • · Voting & Elections 101, Lesson 1 · Registering to vote
    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · New Hampshire Civics, Lesson 4 · How a bill becomes law, and the first-in-the-nation primary
    • · New Hampshire Civics, Lesson 5 · Town meeting, local government, and how to take part

    Note: The standard's own examples are taught as practice: registering to vote (including New Hampshire's Election-Day registration) and taking civic action — tracking a live bill, showing up at every level, and New Hampshire's own on-ramps, from the first-in-the-nation primary to speaking at town meeting.

  • SS:CV:12:4.3

    Covered
    Explain why the preservation of liberty requires the participation of knowledgeable and engaged citizens, e.g., writing letters to the editor or participating in town meetings.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · New Hampshire Civics, Lesson 5 · Town meeting, local government, and how to take part
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level

    Note: Why engaged citizenship preserves liberty is the flagship's closing argument, and the standard's own example — participating in town meetings — is New Hampshire's signature civic practice, taught as something a learner will actually do.

  • SS:CV:12:1.2

    Partially covered
    Examine how institutions and individuals make, apply, and enforce rules and laws, e.g., the Federal Communications Commission regulations on television broadcast standards or local public hearings on zoning regulations.

    Covered by

    • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
    • · US Civics 101, Lesson 3 · How a bill becomes a law
    • · New Hampshire Civics, Lesson 4 · How a bill becomes law, and the first-in-the-nation primary
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level

    What we do and don't cover: Partial: how rules and laws are MADE is taught in depth — the full federal lawmaking process and how a bill becomes a New Hampshire law in the General Court — and showing up at local hearings is taught as practice. The 'apply and enforce' regulatory-agency half (the FCC-style rulemaking the standard names) is not the course's focus.

  • 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.

  • SS:CV:12:2.4

    Partially covered
    Evaluate how individual rights have been extended in the United States, e.g., Truman’s integration of the Armed Services or the Miranda decision.

    Covered by

    • · 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
    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement

    What we do and don't cover: Partial: the extension of individual rights is taught as usable rules — the landmark rights cases and how precedent expands rights over time — and the labor-to-civil-rights line (A. Philip Randolph) reaches the era of Truman's integration of the armed services. The standard's two specific examples (that integration and the Miranda decision) are not worked individually.

  • SS:CV:12:4.2

    Partially covered
    Investigate how knowledgeable and engaged citizens have acted to preserve and extend their liberties, e.g., writing letters to the editor or participating in town meetings.

    Covered by

    • · New Hampshire Civics, Lesson 5 · Town meeting, local government, and how to take part
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard

    What we do and don't cover: Partial: acting to preserve and extend liberty is taught as practice — participating in town meetings (the standard's own New Hampshire example), showing up at every level, and tracking a live bill. The historical 'investigate how citizens have acted' research task is set up rather than run as a graded assignment.

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:12:1.1

    Partially covered
    Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive Movement.

    Covered by

    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement

    What we do and don't cover: Partial: one of the standard's two named examples — the Progressive-era reform movement — and the organized labor movement that ran alongside it are taught in depth for their impact (the Knights, the AFL, the drive that became the New Deal order). Political parties as such are not traced.

  • 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.

  • SS:HI:12:3.2

    Partially covered
    Analyze how the arts and science often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., the impact of the Enlightenment on the founding of our nation or the Harlem Renaissance.

    Covered by

    • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
    • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro

    What we do and don't cover: Partial: one of the standard's two named examples — the Harlem Renaissance — is its own lesson, tied to the Black press and the Great Migration that made it possible. The Enlightenment's influence on the founding is not the worked case.

  • SS:HI:12:4.2

    Partially covered
    Evaluate the impact of major developments and changes in American economic productivity, e.g., the factory system or the emergence of a service-based economy.

    Covered by

    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes

    What we do and don't cover: Partial: the factory system — the standard's first named example — and its human impact are taught through Gilded Age industrialization and the labor movement it provoked. The shift to a service-based economy is not taught.

  • SS:HI:12:4.4

    Partially covered
    Examine how economic interactions have occurred on an increasingly global scale, e.g., mercantilism or North American Free Trade Agreement (NAFTA).

    Covered by

    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost
    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 3 · The Commodity Trap
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
    • · Ep 21 · The Smile Curve, Confirmed
    • · The Commodity Map itself, every episode pinned at its origin
    • · The Growing Belts map, production regions by latitude band and country
    • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
    • · Ep 3 · The Cacao Tree and the Narrowest Belt
    • · Ep 6 · Why Volcanic Soil Only

    What we do and don't cover: Partial: both of the standard's named examples are reached — NAFTA (through NAFTA→USMCA and its labor-side Rapid Response Mechanism) in depth, and mercantilism through the colonial commodity systems — plus the modern global value chains that show where goods grow and who earns from them.

  • SS:HI:12:4.5

    Partially covered
    Explain how the economy over time has shaped the distribution of wealth, e.g., the development of the middle class or the recent outsourcing of United States’ jobs.

    Covered by

    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost
    • · Ep 3 · The Commodity Trap
    • · Ep 7 · Who Captures the Value
    • · Ep 21 · The Smile Curve, Confirmed
    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)

    What we do and don't cover: Partial: one of the standard's examples — the outsourcing of U.S. jobs — is taught through NAFTA→USMCA, and how the economy distributes wealth is taught through commodity value chains (the smile curve, the commodity trap that keeps producers poor). The development of the American middle class is not the worked case.

  • SS:HI:12:5.5

    Partially covered
    Analyze how religious ideas of morality have impacted social change, e.g., the Abolitionist Movement or the debate over legalized abortion.

    Covered by

    • · Ep 8 · Prohibition, the Experiment That Failed
    • · Ep 8 · Selling Prohibition (the rhetoric that drove the movement)
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution

    What we do and don't cover: Partial: religious-moral reform driving social change is taught through the temperance movement behind Prohibition (a church-led moral crusade) and through abolition and the resistance to plantation slavery — one of the standard's two named examples. The debate over legalized abortion is not taught.

New Hampshire · Social Studies

K-12 Social Studies New Hampshire Curriculum Framework — Grades 9-12 World History (SS:WH)

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

New Hampshire's Grades 9-12 World History strand (SS:WH), like the US/NH History strand, is theme-based rather than a chronology. The catalog's commodity, colonial, imperial, labor, and Cold-War history exercises several of its indicators on specific worked cases; each is claimed partially. Transcribed verbatim from the 2006 NH DOE Framework.

Read the source document →

  • SS:WH:12:1.4

    Partially covered
    Analyze the impact on political institutions of mass movements, e.g., the French Revolution, Taiping Rebellion, or anti-apartheid protest in South Africa.

    Covered by

    • · Ep 11 · The Haitian Revolution
    • · Ep 11 · The Debt of Freedom
    • · Ep 11 · The Black Jacobins (C.L.R. James)
    • · Poland: Solidarność, Lesson 3 · A workers' state with a worker problem
    • · Poland: Solidarność, Lesson 7 · 13 December 1981: the state answers (martial law)
    • · Poland: Solidarność, Lesson 8 · 1989: a union negotiates a state out of existence
    • · Poland: Solidarność, Lesson 9 · What winning cost: shock therapy

    What we do and don't cover: Partial: mass movements reshaping political institutions are taught through two deep cases — the Haitian Revolution (an enslaved people overturning a colonial regime) and Poland's Solidarność from the 1970s strikes to the 1989 negotiated exit. The standard's three named examples are different movements.

  • SS:WH:12:2.1

    Partially covered
    Describe how traders and merchants have been instrumental in spreading ideas and beliefs to new areas, e.g., Arab traders in Africa, Europeans to Australia and Micronesia, or Western business representatives in East Asia.

    Covered by

    • · Ep 2 · The Roads Tea Traveled
    • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
    • · Ep 2 · The Tea Plant and Its Climate Zones
    • · Ep 3 · The Big Producers and the Cacao Varieties
    • · Ep 4 · From New Guinea to the New World
    • · Ep 9 · Wine, Power, and the Sacred

    What we do and don't cover: Partial: how traders spread goods, crops, and beliefs is taught through the commodity trade networks — the Tea Horse Road and Maritime Silk Road, the agricultural hearths and crop exchange, and wine as an object of power and the sacred. The standard's specific regional examples are not each covered.

  • SS:WH:12:2.3

    Partially covered
    Assess the impact of migrations of peoples on the receiving societies, e.g., Chinese to Southeast Asia, Europeans to Latin America, or formerly colonized peoples to Europe.

    Covered by

    • · Ep 3 · Conquest and the Great Reversal
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 11 · The Triangular Trade
    • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
    • · Ep 15 · From Sacred to Commodity
    • · Ep 3 · Food of the Gods (cacao as Maya/Aztec currency and sacrament)
    • · Ep 12 · The Sacred Plant (Aztec governance of pulque)
    • · Ep 12 · Burning the Books

    What we do and don't cover: Partial: one of the standard's three named examples — Europeans to Latin America — is taught in depth through the conquest, the Columbian Exchange, and the colonization of Mesoamerica and its impact on the receiving (and conquered) societies. The other migrations are not covered.

  • SS:WH:12:4.1

    Partially covered
    Analyze various systems of distributing wealth, e.g., feudalism, free market economies, or the welfare state.

    Covered by

    • · Ep 5 · The Reciprocity Economy
    • · Ep 6 · Ceremony Meets the Market
    • · Ep 7 · Two Ways of Doing Economics
    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 3 · The Commodity Trap
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
    • · Ep 21 · The Smile Curve, Confirmed
    • · Ep 7 · Who Captures the Value

    What we do and don't cover: Partial: two systems of distributing wealth are contrasted directly and at length — traditional (reciprocity) economies and free-market economies — and how a market value chain actually distributes wealth is taught through the smile curve and the commodity trap. Feudalism and the welfare state are not taught.

  • SS:WH:12:4.2

    Partially covered
    Analyze the impact of the Industrial Revolution around the world, e.g., the emergence of the factory system or the search for markets in Asia and Africa.

    Covered by

    • · Ep 2 · Who Grows the Tea (colonial and plantation labour)
    • · Ep 5 · Whose Knowledge Is It
    • · Ep 6 · Kava Governs
    • · Ep 17 · The Opium Wars
    • · Ep 20 · The Ban Against the Evidence
    • · Ep 17 · Lin Zexu's Letter
    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes

    What we do and don't cover: Partial: both of the standard's named examples are taught — the search for markets in Asia and Africa through European imperialism and the Opium Wars, and the factory system through Gilded Age industrialization and its labor movement. A general treatment of the Industrial Revolution is not the arc.

  • SS:WH:12:4.3

    Partially covered
    Analyze the development and impact of various labor systems, e.g., slavery, the medieval guilds, or wage labor.

    Covered by

    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes

    What we do and don't cover: Partial: two of the standard's three named labor systems are taught in depth — plantation slavery (through the Middle Passage's primary sources and the resistance to it) and wage labor (through the Gilded Age union movement). The medieval guilds are not taught.

New Hampshire · Social Studies

K-12 Social Studies New Hampshire Curriculum Framework — Grades 9-12 Economics (SS:EC)

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

New Hampshire's Grades 9-12 Economics strand (SS:EC) runs from basic concepts through international trade and personal finance. This catalog does economics only where its commodity history touches it — price behavior in a real market, and national trade policy in the international economy — so we claim exactly two indicators, partially, and reject the market-mechanics, macroeconomic, and personal-finance standards (see notClaimed). Transcribed verbatim from the 2006 NH DOE Framework.

Read the source document →

  • SS:EC:12:2.3

    Partially covered
    Interpret demand and supply schedules/graphs including the influences on price elasticity, e.g., the impact of downloading music from the internet.

    Covered by

    • · Ep 1 · Price Shocks and Why You Keep Buying
    • · Ep 4 · From Luxury to the Cheapest Calorie

    What we do and don't cover: Partial: price elasticity is taught through a worked commodity case — a Brazilian frost moving world coffee prices, and why inelastic demand absorbs the spike. The formal demand/supply schedules and graphs the standard names are not the method.

  • SS:EC:12:5.3

    Partially covered
    Examine how various national economic policies have led to changes in the international economy, e.g., mercantilism or privatization.

    Covered by

    • · Ep 4 · The Hidden Costs of Cheap Sugar
    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost

    What we do and don't cover: Partial: national economic policy reshaping the international economy is taught through worked cases — the U.S. sugar program's quotas, price supports, and tariffs, the NAFTA→USMCA trade agreement, and the mercantilism of the colonial commodity systems (one of the standard's named examples). Privatization is not taught.

New Hampshire · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

Grades 11-12 · Common Core State Standards Initiative · retrieved 2026-07-13

The New Hampshire State Board of Education adopted the Common Core State Standards for English language arts and mathematics on July 13, 2010, and implements them within the NH College and Career Ready Standards (NH CCRS). New Hampshire adopted the standards as published and did not renumber them, so the shared Common Core ELA file is adopted verbatim with no aliases; the literacy-in-history/social-studies (RH), informational-reading (RI), and writing-in-history (WHST) grade 11-12 strands are the ones this catalog touches, and the text here is the CCSS publisher's verbatim wording (thecorestandards.org). We claim no mathematics standards.

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New Hampshire · Science

Next Generation Science Standards (NGSS)

HS-ESS1 Earth's Place in the Universe; HS-ESS2 Earth's Systems; HS-ESS3 Earth and Human Activity · NGSS Lead States / nextgenscience.org · retrieved 2026-08-10

In November 2016 the New Hampshire State Board of Education adopted the Next Generation Science Standards as the state's science standards (New Hampshire's College- and Career-Ready Science Standards), using the NGSS codes verbatim. HS-ESS3-1, the one performance expectation we cite, is a standard NGSS PE, so the shared NGSS file is adopted verbatim. This is not a science course, so we claim exactly one NGSS performance expectation, partially — see the note on it.

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  • HS-ESS1-3

    Covered
    Communicate scientific ideas about the way stars, over their life cycle, produce elements.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    Note: Lesson 13 is this expectation. It gives the mechanism without equations (hydrogen to helium, heavier elements as the core contracts and heats, the stop at iron because fusion past it no longer releases net energy, and the extreme conditions of stellar death for what comes after), and then sets out the four independent lines of evidence that support it. Communicating the idea IS the lesson, which is why this one is full rather than partial.

  • HS-ESS2-2

    Partially covered
    Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

    Covered by

    • · 2 · Where a river's water comes from
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out
    • · 10 · A thousand miles of nitrogen

    What we do and don't cover: The best NGSS fit in the catalog for a feedback argument. The River and the Watershed is built out of them: paving a watershed raises flood peaks AND lowers baseflow through one mechanism (lesson 2); a dam trapping sediment starves the channel below and stops resupplying the delta a thousand miles away (lesson 6); fertiliser on an Indiana field ends as an oxygen-depleted zone in the Gulf (lessons 9 and 10). PARTIAL because of the first verb: the learner ANALYZES geoscience data only in the capstone, where they read a USGS gauge record and an EPA impairment listing for their own watershed. The lessons supply the analysis; the student repeats it once.

  • HS-ESS2-5

    Partially covered
    Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

    Covered by

    • · 5 · The river shapes the land
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out

    What we do and don't cover: PARTIAL, and the gap is the entire first half of the sentence. The CONTENT is taught directly and at length: water's properties drive erosion and deposition, meanders, cut banks and point bars (lesson 5), sediment transport and what a dam does to it (lesson 6), and density stratification, which is why the Gulf hypoxic zone persists through the summer (lesson 9). But the learner never PLANS AND CONDUCTS AN INVESTIGATION. There is no laboratory work in this catalog and no fieldwork is required to finish this course. If your science requirement is assessed on students conducting investigations, this contributes and does not discharge. Course 4 of this track teaches how to design one; running it is still the student's own project.

  • HS-ESS1-2

    Partially covered
    Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

    Covered by

    • · 5 · Light itself
    • · 11 · Redshift and an expanding universe
    • · 12 · The Hubble tension
    • · 16 · Capstone: trace a number down the ladder

    What we do and don't cover: The strongest CONTENT match in this catalog: the performance expectation names light spectra, the motion of distant galaxies, and the composition of matter, and those are lessons 5, 11 and 13 of How We Know What's Out There. PARTIAL, and the missing piece is the practice rather than the content: the course supplies and examines the evidence, and the student is asked to construct an explanation only in the graded capstone, where they trace a published number down the chain of inference. If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it and does not discharge it.

  • HS-ESS1-1

    Partially covered
    Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    What we do and don't cover: PARTIAL, and the gap is the verb. Fusion as the sun's energy source and the arc of a star's life are taught (lessons 7 and 13, via the main sequence and stellar evolution), but the student never DEVELOPS A MODEL, which is the performance the expectation actually requires. Do not round this up.

  • HS-ESS3-1

    Partially covered
    Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

    Covered by

    • · Ep 1 · Climate Change Is Redrawing the Map
    • · Ep 3 · A Two-Degree Threat
    • · Ep 6 · Why Volcanic Soil Only
    • · Ep 10 · Karst Limestone and Bourbon
    • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment

    What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge it.

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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