NH ·
12
None specified.
New Hampshire home education is governed by RSA 193-A and rule Ed 315. A parent gives a one-time written notification to a participating agency (superintendent, Commissioner, or approved nonpublic school) including each child's name, address, and birth date. The program must, over the course of the child's education, cover the statutory subjects (science, math, language, government, history, health, reading, writing, spelling, NH/US constitutional history, and exposure to art and music) — not every subject every year. The parent keeps a two-year portfolio (reading log + work samples). An ANNUAL evaluation is required but the method is parent-selected: (1) a written evaluation by a NH-certified or current nonpublic-school teacher after reviewing the portfolio, (2) results of any national/state standardized achievement test administered by a qualified person (NO minimum percentile — the former 40th-percentile floor was repealed), or (3) any other valid measurement tool mutually agreed upon with the participating agency. Evaluation results are not filed with the agency.
A parent must notify a 'participating agency' in writing that they are starting a home education program. The participating agency may be the resident district superintendent, the NH Commissioner of Education, or a NH-approved nonpublic/private school. For a child being withdrawn from public school, notification is due within 5 business days of withdrawal; otherwise it is generally provided at the time the program begins. The notice must include the names, addresses, and birth dates of the children participating. Per HB 1663 (2018, effective 2018), notification is a ONE-TIME requirement per child/agency — no annual re-notification unless the family changes participating agencies or moves to another district. The participating agency must acknowledge receipt (commonly cited within 14 days). No fee for notifying the superintendent or Commissioner.
Parent must maintain a portfolio of records and materials for the home education program, consisting of (a) a log of reading materials used and (b) samples of writings, worksheets, workbooks, creative materials, or other work produced by or used with the child. The portfolio is the property of the parent and must be retained for two years after the relevant year's instruction. Results of the annual evaluation are NOT submitted to the participating agency — they remain private parent records.
- Science
- Mathematics
- Language
- Government
- History
- Health
- Reading
- Writing
- Spelling
- History of the constitutions of New Hampshire and the United States
- Exposure to and appreciation of art
- Exposure to and appreciation of music
· NH K-12 Model Science Competencies (based on / aligned to the Next Generation Science Standards, NGSS; State Board approved for statewide use) · 139
| K | K-2-ETS1-1 | Ask questions, make observations, and gather information to define a simple problem to be solved by a new/improved object or tool. |
| K | K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how an object's shape helps it function. |
| K | K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses. |
| K | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. |
| K | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals can change their environment to meet needs. |
| K | K-ESS3-1 | Use a model to represent the relationship between needs of plants/animals and the places they live. |
| K | K-ESS3-2 | Ask questions about the purpose of weather forecasting to prepare for and respond to severe weather. |
| K | K-ESS3-3 | Communicate solutions that reduce the impact of humans on land, water, air, and/or other living things. |
| K | K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| K | K-PS2-1 | Plan/conduct an investigation comparing effects of different strengths or directions of pushes and pulls on an object's motion. |
| K | K-PS2-2 | Analyze data to determine if a design solution changes the speed or direction of an object with a push or pull. |
| K | K-PS3-1 | Make observations to determine the effect of sunlight on Earth's surface. |
| K | K-PS3-2 | Use tools and materials to design a structure that reduces the warming effect of sunlight on an area. |
| 1 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. |
| 1 | 1-LS1-1 | Design a solution to a human problem by mimicking how plants/animals use external parts to survive, grow, meet needs. |
| 1 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents/offspring that help offspring survive. |
| 1 | 1-LS3-1 | Make observations to construct an evidence-based account that young plants/animals are like, but not exactly like, their parents. |
| 1 | 1-PS4-1 | Plan/conduct investigations providing evidence that vibrating materials make sound and sound can make materials vibrate. |
| 1 | 1-PS4-2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated. |
| 1 | 1-PS4-3 | Investigate the effect of placing objects made of different materials in the path of a beam of light. |
| 1 | 1-PS4-4 | Use tools/materials to design a device that uses light or sound to solve the problem of communicating over a distance. |
| 2 | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| 2 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2 | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2 | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| 2 | 2-LS2-1 | Plan/conduct an investigation to determine if plants need sunlight and water to grow. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | 2-PS1-1 | Plan/conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | 2-PS1-2 | Analyze data from testing different materials to determine which have properties best suited for an intended purpose. |
| 2 | 2-PS1-3 | Make observations to construct an account of how an object made of small pieces can be disassembled and made into a new object. |
| 2 | 2-PS1-4 | Construct an argument that some changes caused by heating or cooling can be reversed and some cannot. |
| 3 | 3-ESS2-1 | Represent data in tables/graphs to describe typical weather conditions expected during a particular season. |
| 3 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
| 3 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all share birth, growth, reproduction, death. |
| 3 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
| 3 | 3-LS3-1 | Analyze/interpret data to provide evidence that organisms have traits inherited from parents and that variation exists. |
| 3 | 3-LS3-2 | Use evidence to support that traits can be influenced by the environment. |
| 3 | 3-LS4-1 | Analyze/interpret data from fossils to provide evidence of organisms and the environments in which they lived long ago. |
| 3 | 3-LS4-3 | Construct an argument that in a particular habitat some organisms survive well, some less well, and some not at all. |
| 3 | 3-LS4-4 | Make a claim about a solution to a problem caused when the environment changes and the types of plants/animals may change. |
| 3 | 3-PS2-1 | Investigate to provide evidence of the effects of balanced and unbalanced forces on an object's motion. |
| 3 | 3-PS2-2 | Make observations/measurements of an object's motion to provide evidence a pattern can predict future motion. |
| 3 | 3-PS2-3 | Ask questions to determine cause-and-effect relationships of electric or magnetic interactions between two non-contacting objects. |
| 3 | 3-PS2-4 | Define a simple design problem solvable by applying scientific ideas about magnets. |
| 4 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for landscape changes over time. |
| 4 | 4-ESS2-1 | Make observations/measurements to provide evidence of the effects of weathering or the rate of erosion. |
| 4 | 4-ESS2-2 | Analyze/interpret data from maps to describe patterns of Earth's features. |
| 4 | 4-ESS3-1 | Obtain/combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| 4 | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| 4 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures supporting survival, growth, behavior, reproduction. |
| 4 | 4-LS1-2 | Use a model to describe that animals receive information through senses, process it, and respond in different ways. |
| 4 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4 | 4-PS3-2 | Make observations to provide evidence that energy can be transferred by sound, light, heat, and electric currents. |
| 4 | 4-PS3-3 | Ask questions and predict outcomes about changes in energy that occur when objects collide. |
| 4 | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| 4 | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| 4 | 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| 4 | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information. |
| 5 | 3-5-ETS1-1 | Define a simple design problem reflecting a need/want with specified criteria for success and constraints on materials, time, or cost. |
| 5 | 3-5-ETS1-2 | Generate and compare multiple possible solutions based on how well each meets the criteria and constraints. |
| 5 | 3-5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points considered to improve a model/prototype. |
| 5 | 5-ESS1-1 | Support an argument that differences in apparent brightness of the sun vs other stars is due to their relative distances. |
| 5 | 5-ESS1-2 | Represent data to reveal patterns of daily changes in length/direction of shadows, day/night, and seasonal star appearance. |
| 5 | 5-ESS2-1 | Develop a model to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| 5 | 5-ESS2-2 | Describe and graph the amounts/percentages of water and fresh water in various reservoirs to provide evidence of distribution. |
| 5 | 5-ESS3-1 | Obtain/combine information about ways communities use science ideas to protect Earth's resources and environment. |
| 5 | 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
| 5 | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 5 | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| 5 | 5-PS1-2 | Measure/graph quantities to provide evidence that regardless of type of change, the total weight of matter is conserved. |
| 5 | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. |
| 5 | 5-PS1-4 | Conduct an investigation to determine whether mixing two or more substances results in new substances. |
| 5 | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| 5 | 5-PS3-1 | Use models to describe that energy in animals' food was once energy from the sun. |
| 6-8 (Middle School) | MS-ESS1-1 | Develop/use a model of the Earth-sun-moon system to describe cyclic patterns of lunar phases, eclipses, and seasons. |
| 6-8 (Middle School) | MS-ESS1-2 | Develop/use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| 6-8 (Middle School) | MS-ESS1-4 | Construct an explanation based on rock strata for how the geologic time scale organizes Earth's 4.6-billion-year history. |
| 6-8 (Middle School) | MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 6-8 (Middle School) | MS-ESS2-4 | Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and gravity. |
| 6-8 (Middle School) | MS-ESS2-6 | Develop/use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation. |
| 6-8 (Middle School) | MS-ESS3-1 | Construct an explanation for how uneven distributions of Earth's resources result from past and current geoscience processes. |
| 6-8 (Middle School) | MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| 6-8 (Middle School) | MS-ESS3-5 | Ask questions to clarify evidence of factors that have caused the rise in global temperatures over the past century. |
| 6-8 (Middle School) | MS-ETS1-1 | Define criteria/constraints of a design problem with precision to ensure a successful solution, considering relevant factors. |
| 6-8 (Middle School) | MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet criteria and constraints. |
| 6-8 (Middle School) | MS-LS1-1 | Conduct an investigation to provide evidence that living things are made of cells, one or many. |
| 6-8 (Middle School) | MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| 6-8 (Middle School) | MS-LS1-6 | Construct a scientific explanation for the role of photosynthesis in cycling matter and energy into and out of organisms. |
| 6-8 (Middle School) | MS-LS2-1 | Analyze/interpret data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. |
| 6-8 (Middle School) | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6-8 (Middle School) | MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| 6-8 (Middle School) | MS-LS3-1 | Develop/use a model describing why mutations to genes on chromosomes may affect proteins and structure/function of the organism. |
| 6-8 (Middle School) | MS-LS3-2 | Develop/use a model describing why asexual reproduction yields identical genetic information and sexual yields variation. |
| 6-8 (Middle School) | MS-LS4-1 | Analyze/interpret data for patterns in the fossil record documenting existence, diversity, extinction, and change of life forms. |
| 6-8 (Middle School) | MS-LS4-4 | Construct an explanation for how genetic variations may increase some individuals' probability of surviving and reproducing. |
| 6-8 (Middle School) | MS-LS4-6 | Use mathematical representations to support explanations of how natural selection changes specific trait frequencies over time. |
| 6-8 (Middle School) | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| 6-8 (Middle School) | MS-PS1-2 | Analyze/interpret data on properties of substances before/after they interact to determine if a chemical reaction occurred. |
| 6-8 (Middle School) | MS-PS1-4 | Develop a model predicting/describing changes in particle motion, temperature, and state when thermal energy is added/removed. |
| 6-8 (Middle School) | MS-PS1-5 | Use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| 6-8 (Middle School) | MS-PS2-1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. |
| 6-8 (Middle School) | MS-PS2-2 | Plan an investigation providing evidence that change in motion depends on the sum of forces and the mass of the object. |
| 6-8 (Middle School) | MS-PS2-4 | Construct arguments using evidence to support the claim that gravitational interactions are attractive and depend on masses. |
| 6-8 (Middle School) | MS-PS3-1 | Construct/interpret graphical displays of data describing relationships of kinetic energy to mass and speed of an object. |
| 6-8 (Middle School) | MS-PS3-3 | Apply scientific principles to design, construct, and test a device that minimizes or maximizes thermal energy transfer. |
| 6-8 (Middle School) | MS-PS3-4 | Plan an investigation to determine relationships among energy transferred, type of matter, mass, and change in temperature. |
| 6-8 (Middle School) | MS-PS4-1 | Use mathematical representations to describe a model for waves relating amplitude to wave energy. |
| 6-8 (Middle School) | MS-PS4-2 | Develop a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| 6-8 (Middle School) | MS-PS4-3 | Integrate information to support the claim that digitized signals are a more reliable way to transmit information than analog. |
| 9-12 (High School) | HS-ESS1-1 | Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in its energy output. |
| 9-12 (High School) | HS-ESS1-2 | Construct an explanation of the Big Bang theory based on astronomical evidence of light/radiation and composition of matter. |
| 9-12 (High School) | HS-ESS1-4 | Use mathematical/computational representations to predict the motion of orbiting objects in the solar system. |
| 9-12 (High School) | HS-ESS2-1 | Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form landforms. |
| 9-12 (High School) | HS-ESS2-4 | Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. |
| 9-12 (High School) | HS-ESS3-1 | Construct an explanation for how natural resources, hazards, and climate changes have influenced human activity. |
| 9-12 (High School) | HS-ESS3-5 | Analyze geoscience data and global climate models to make an evidence-based forecast of future global/regional climate change. |
| 9-12 (High School) | HS-ETS1-1 | Analyze a major global challenge to specify qualitative/quantitative criteria and constraints for solutions. |
| 9-12 (High School) | HS-ETS1-2 | Design a solution to a complex real-world problem by breaking it into smaller, more manageable sub-problems. |
| 9-12 (High School) | HS-LS1-1 | Construct an explanation based on evidence for how DNA structure determines the structure of proteins carrying out life functions. |
| 9-12 (High School) | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| 9-12 (High School) | HS-LS1-7 | Use a model to illustrate that cellular respiration is a chemical process whereby bonds are broken and formed, transferring energy. |
| 9-12 (High School) | HS-LS2-1 | Use mathematical/computational representations to support explanations of factors affecting carrying capacity of ecosystems. |
| 9-12 (High School) | HS-LS2-4 | Use mathematical representations to support claims for cycling of matter and flow of energy among trophic levels. |
| 9-12 (High School) | HS-LS3-1 | Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for traits. |
| 9-12 (High School) | HS-LS3-3 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. |
| 9-12 (High School) | HS-LS4-1 | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of evidence. |
| 9-12 (High School) | HS-LS4-2 | Construct an explanation based on evidence that the process of evolution results from four factors of natural selection. |
| 9-12 (High School) | HS-PS1-1 | Use the periodic table as a model to predict relative properties of elements based on valence electrons. |
| 9-12 (High School) | HS-PS1-2 | Construct/revise an explanation for the outcome of a simple chemical reaction based on outermost electron states. |
| 9-12 (High School) | HS-PS1-7 | Use mathematical representations to support the claim that atoms (and mass) are conserved in a chemical reaction. |
| 9-12 (High School) | HS-PS2-1 | Analyze data to support the claim that Newton's second law describes the relationship among net force, mass, and acceleration. |
| 9-12 (High School) | HS-PS2-4 | Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe forces between objects. |
| 9-12 (High School) | HS-PS3-1 | Create a computational model to calculate change in energy of one component of a system when energy flows in/out. |
| 9-12 (High School) | HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another. |
| 9-12 (High School) | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among frequency, wavelength, and speed of waves in media. |
| 9-12 (High School) | HS-PS4-3 | Evaluate claims/evidence about whether electromagnetic radiation is best modeled as a wave or as particles. |
· New Hampshire K-12 Social Studies Curriculum Framework (state-specific; last full revision June 2006; revision in progress as of recent years). NH has NOT adopted the C3 Framework as its standards. · 106
| 2 | SS:CV:2:1.1 | Compare the rules of the classroom and school to the rules of the United States system of government. |
| 2 | SS:CV:2:1.2 | Identify documents and symbols that embody the core ideals of the United States Government, e.g., the bald eagle, the Pledge of Allegiance. |
| 2 | SS:CV:2:2.1 | Explain how public officials are chosen. |
| 2 | SS:CV:2:3.1 | Explain that the world is divided into different countries. |
| 2 | SS:CV:2:4.1 | Examine the responsibilities of individuals as members of a family, school and community. |
| 2 | SS:EC:2:1.1 | Define goods and services, producers and consumers. |
| 2 | SS:EC:2:2.1 | Distinguish between needs and wants. |
| 2 | SS:EC:2:4.1 | Identify the characteristics of money. |
| 2 | SS:EC:2:5.1 | Define the term resources, e.g., trees, books. |
| 2 | SS:GE:2:1.1 | Identify the characteristics and purposes of globes and maps. |
| 2 | SS:GE:2:2.1 | Explore the physical and human characteristics of place, e.g., roads, schools or mountains. |
| 2 | SS:GE:2:3.2 | Explore the components and distribution of ecosystems, e.g., desert or rain forest. |
| 2 | SS:GE:2:5.1 | Recognize the role of natural resources in daily life, e.g., food, clothing, or shelter. |
| 2 | SS:HI:2:1.1 | Identify national and New Hampshire celebrations, monuments, symbols and documents, e.g., flags, Fourth of July, Lincoln Memorial, Constitution. |
| 2 | SS:HI:2:3.1 | Identify individuals and/or groups who have profoundly affected life in the United States, e.g., Abraham Lincoln, or Pilgrims. |
| 2 | SS:HI:2:5.2 | Identify the concept of diversity. |
| 2 | SS:WH:2:1.1 | Recognize that people of different countries have different social and political systems. |
| 2 | SS:WH:2:3.1 | Explore ways that societies around the world express themselves artistically, e.g., songs, dance or clothing. |
| 4 | SS:CV:4:1.1 | Explain the ideal of the United States system of government, e.g., equal rights or tolerance for others. |
| 4 | SS:CV:4:2.1 | Identify the individual functions of the three branches of government and the organization of New Hampshire state government. |
| 4 | SS:CV:4:2.2 | Explain how laws and/or policies are made at local and state levels. |
| 4 | SS:CV:4:4.1 | Describe the rights of citizens as outlined by the Constitutions of New Hampshire and the United States. |
| 4 | SS:EC:4:1.1 | Identify the factors of production and explain how businesses use these to produce goods and services. |
| 4 | SS:EC:4:2.1 | Explain why needs and wants are unlimited while resources are limited. |
| 4 | SS:EC:4:2.2 | Explain why scarcity requires individuals, households, businesses and governments to make economic choices and how economic choices always involve an opportunity cost. |
| 4 | SS:EC:4:2.4 | Define supply and demand and describe factors that can cause a change in supply and demand. |
| 4 | SS:EC:4:4.1 | Describe different methods people use to exchange goods and services, e.g., barter or the use of money. |
| 4 | SS:EC:4:5.3 | Explain that trade between countries involves imports and exports and the reasons why countries trade. |
| 4 | SS:GE:4:1.1 | Identify and describe the characteristics and purposes of geographic tools: maps, globes, graphs, diagrams, photographs, satellite-produced images, and other technologies. |
| 4 | SS:GE:4:2.3 | Generalize the concept of region as an area of Earth's surface with unifying geographic characteristics, e.g., neighborhoods or climate regions. |
| 4 | SS:GE:4:3.2 | Demonstrate how physical processes shape features of Earth's surface, e.g., weather or tectonic forces. |
| 4 | SS:GE:4:4.2 | Describe the types and historical patterns of human migration, e.g., chain migration or slave trade. |
| 4 | SS:GE:4:5.1 | Illustrate how people modify the physical environment, e.g., irrigation projects or clearing land for human use. |
| 4 | SS:HI:4:1.1 | Explore biographies of key political figures who helped shape our community, state, and country, e.g., Franklin Pierce or Sandra Day O'Connor. |
| 4 | SS:HI:4:2.1 | Describe the interconnectedness of the world developed using examples, e.g., the contact between Native Americans and European settlers. |
| 4 | SS:HI:4:4.2 | Explore the impact of important technological inventions, e.g., new forms of transportation or housing. |
| 4 | SS:HI:4:5.2 | Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001. |
| 4 | SS:WH:4:1.1 | Explain that people of different countries create social and political systems, e.g., a family or a government. |
| 4 | SS:WH:4:4.1 | Explore how improvements in agriculture enhance human survival using examples, e.g., the exchange between Native Americans and early colonists. |
| 6 | SS:CV:6:1.1 | Apply the ideals and principles of the American system of government to historic and contemporary examples. |
| 6 | SS:CV:6:1.4 | Differentiate among the major forms of limited and unlimited governments. |
| 6 | SS:CV:6:3.2 | Describe ways in which countries interact with each other culturally, economically, diplomatically, or militarily. |
| 6 | SS:CV:6:4.1 | Evaluate those characteristics that promote good citizenship. |
| 6 | SS:EC:6:1.2 | Explain how specialization and productivity are related. |
| 6 | SS:EC:6:2.1 | Determine the opportunity cost of decisions. |
| 6 | SS:EC:6:2.3 | Recognize that shortage and surplus affect the price and availability of goods and services. |
| 6 | SS:EC:6:3.2 | Recognize the effects of inflation on people under different circumstances. |
| 6 | SS:GE:6:1.2 | Apply the spatial concepts of location, distance, direction, scale, movement, and region. |
| 6 | SS:GE:6:2.1 | Describe the ways in which regions change. |
| 6 | SS:GE:6:4.2 | Know the types and historical patterns of human migration. |
| 6 | SS:GE:6:5.1 | Understand the consequences of human modification of the physical environment. |
| 6 | SS:HI:6:1.2 | Explain how the foundations of American democracy are rooted in European, Native American and colonial traditions. |
| 6 | SS:HI:6:4.2 | Evaluate the importance of technological inventions and inventors and their impact on American life. |
| 6 | SS:HI:6:5.1 | Explain the impact ethnic and religious groups have had on the development of the United States. |
| 6 | SS:WH:6:2.1 | Describe the impact of land and water routes on trade. |
| 6 | SS:WH:6:3.1 | Differentiate the spread of world religions. |
| 6 | SS:WH:6:4.1 | Analyze the impact of the agricultural revolution on humans using examples. |
| 6 | SS:WH:6:5.1 | Trace the rise and impact of cities on daily life. |
| 8 | SS:CV:8:1.1 | Explain why limiting the powers of government is essential for the protection of individual rights. |
| 8 | SS:CV:8:2.1 | Define the organization and responsibilities of federal government that are set forth in the New Hampshire Constitution, the United States Constitution and their amendments, e.g., Separation of Powers, Division of Powers, or the Bill of Rights. |
| 8 | SS:CV:8:2.4 | Explain the legislative and political processes by which a bill becomes a law or government policy is established at the local, state, and federal levels. |
| 8 | SS:CV:8:4.1 | Describe and analyze ways Americans can effectively participate in civic and political life at the local, state, and federal levels, e.g., problem solving, public engagement, or voting. |
| 8 | SS:EC:8:2.1 | Identify and explain the determinants of supply and demand, e.g., income, tastes, or technology. |
| 8 | SS:EC:8:3.1 | Identify and explain the different phases of the business cycle, e.g., recession or depression. |
| 8 | SS:EC:8:5.2 | Identify and explain the impact on trade of government policies, e.g., tariffs, quotas, or embargoes. |
| 8 | SS:EC:8:6.5 | Define and compare saving and investing. |
| 8 | SS:EC:8:6.8 | Design a plan for earning, spending, saving, and investing. |
| 8 | SS:GE:8:1.1 | Compare relative advantages and disadvantages of using maps, globes, aerial and other photographs, satellite-produced images, and models to solve geographic problems, e.g., the Mercator projections versus Robinson projections. |
| 8 | SS:GE:8:2.2 | Illustrate the connections among regions, e.g., world trade or regional alliances. |
| 8 | SS:GE:8:4.2 | Explain how cooperation and conflict among people contribute to political divisions of Earth's surface, e.g., trade agreements, military pacts, or boundary disputes. |
| 8 | SS:HI:8:1.4 | Analyze the tension between states' rights and national authority, e.g., the nullification crisis of 1832 or school integration of the 1960's. |
| 8 | SS:HI:8:2.2 | Explain major United States efforts to remove European influence from the Western Hemisphere, e.g., the Monroe Doctrine or the Cuban Missile Crisis. |
| 8 | SS:HI:8:4.2 | Examine the causes of conflict between management and labor, e.g., the Pullman Strike or the Air Traffic Controllers Strike of 1981. |
| 8 | SS:WH:8:1.2 | Analyze the influence of religious groups on political systems, e.g., Confucianism in China, Catholicism in Europe, or Wahabism in the Middle East. |
| 8 | SS:WH:8:1.3 | Explore the use and abuse of power that results in mass murder and genocide, e.g., Carthage by Rome, the conquest of Aztecs, or the Holocaust. |
| 8 | SS:WH:8:2.1 | Analyze the demographic impact of diseases and their treatment, e.g., the bubonic plague, smallpox in the Western Hemisphere, or AIDS. |
| 12 | SS:CV:12:1.1 | 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. |
| 12 | SS:CV:12:1.4 | 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. |
| 12 | SS:CV:12:2.2 | Analyze the evolution of the United States Constitution as a living document, e.g., the Bill of Rights or Plessy v. Ferguson. |
| 12 | SS:CV:12:2.4 | Evaluate how individual rights have been extended in the United States, e.g., Truman's integration of the Armed Services or the Miranda decision. |
| 12 | SS:CV:12:3.2 | Discuss the relationship between domestic and foreign policy, e.g., farm subsidies or the impact of the 2003 Iraq war. |
| 12 | SS:CV:12:4.1 | Demonstrate responsible practices within the political process, e.g., registering to vote or taking civic action. |
| 12 | SS:EC:12:1.1 | Examine the roles of workers and consumers in factor and production markets. |
| 12 | SS:EC:12:1.2 | Conceptualize how events in the business cycle impact individual lives. |
| 12 | SS:EC:12:2.1 | Explain how the allocation of resources impacts productivity and ultimately economic growth. |
| 12 | SS:EC:12:3.1 | Recognize the economic indicators that create or reflect changes in the business cycle. |
| 12 | SS:EC:12:4.1 | Analyze the effect of government actions on financial institutions. |
| 12 | SS:EC:12:5.1 | Explain how comparative advantage affects trade decisions. |
| 12 | SS:EC:12:6.1 | Compare the risk, rate of return, and liquidity of investments. |
| 12 | SS:GE:12:1.3 | Analyze spatial interactions and models of spatial organization, e.g., trade flows between countries or location of industry in areas of low production costs. |
| 12 | SS:GE:12:2.4 | Utilize regions to analyze geographic issues, e.g., the cotton South v. the industrial North prior to the Civil War or tensions within the European Union. |
| 12 | SS:GE:12:4.3 | Recognize the increasing economic interdependence of the world's countries, e.g., the geographic consequences of an international debt crisis or the location of oil reserves. |
| 12 | SS:GE:12:5.2 | Explain how changes in the physical environment can diminish its capacity to support human activity, e.g., the rainforests in central Africa or the Great Plains Dust Bowl. |
| 12 | SS:GE:12:5.6 | Evaluate the management and use of renewable, non-renewable, flow and potential resources, e.g., over fishing or recycling. |
| 12 | SS:HI:12:1.1 | Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive Movement. |
| 12 | SS:HI:12:1.4 | Examine the impact of sectionalism on national crises and United States government policies. |
| 12 | SS:HI:12:2.1 | Examine the role of New Hampshire in international diplomacy, e.g., the Webster-Ashburton Treaty or the Bretton Woods Economic Conference. |
| 12 | SS:HI:12:2.2 | Analyze how United States foreign policy has varied from periods of international involvement, to isolationism, to exerting power and dominance at different time periods. |
| 12 | SS:HI:12:3.4 | Analyze the spread of American ideas and culture around the world using examples, e.g., the Bill of Rights or popular music. |
| 12 | SS:HI:12:4.1 | Analyze how westward movement led to increased personal opportunities and a more diverse economy as seen in events, e.g., the Northwest Ordinance or Alaskan statehood. |
| 12 | SS:HI:12:5.2 | Evaluate the changing roles of gender in society, e.g., the ideal of 'Republican Motherhood' or Title IX. |
| 12 | SS:WH:12:1.2 | Evaluate the strengths and weaknesses of international and regional political organizations. |
| 12 | SS:WH:12:2.3 | Assess the impact of migrations of peoples on the receiving societies. |
| 12 | SS:WH:12:3.2 | Analyze how philosophic systems and social theories are powerful forces throughout history. |
| 12 | SS:WH:12:4.2 | Analyze the impact of the Industrial Revolution around the world. |
| 12 | SS:WH:12:5.1 | Assess the impact of urbanization on the world environment. |
Is homeschooling legal in New Hampshire?
Yes. New Hampshire home education is governed by RSA 193-A and rule Ed 315.
Do I have to notify anyone to homeschool in New Hampshire?
A parent must notify a 'participating agency' in writing that they are starting a home education program. The participating agency may be the resident district superintendent, the NH Commissioner of Education, or a NH-approved nonpublic/private school. For a child being withdrawn from public school, notification is due within 5 business days of withdrawal; otherwise it is generally provided at the time the program begins. The notice must include the names, addresses, and birth dates of the children participating. Per HB 1663 (2018, effective 2018), notification is a ONE-TIME requirement per child/agency — no annual re-notification unless the family changes participating agencies or moves to another district. The participating agency must acknowledge receipt (commonly cited within 14 days). No fee for notifying the superintendent or Commissioner.
Is standardized testing required for homeschoolers in New Hampshire?
Yes. Parent must maintain a portfolio of records and materials for the home education program, consisting of (a) a log of reading materials used and (b) samples of writings, worksheets, workbooks, creative materials, or other work produced by or used with the child. The portfolio is the property of the parent and must be retained for two years after the relevant year's instruction. Results of the annual evaluation are NOT submitted to the participating agency — they remain private parent records.
What subjects are required for homeschooling in New Hampshire?
New Hampshire requires instruction in: Science; Mathematics; Language; Government; History; Health; Reading; Writing; Spelling; History of the constitutions of New Hampshire and the United States; Exposure to and appreciation of art; Exposure to and appreciation of music.
Does New Hampshire have its own learning standards?
Math: CCSS-M (adopted 2010; implemented in NH as 'College and Career Ready Standards' / Common Core State Standards-aligned competencies). ELA: CCSS-ELA (adopted 2010; implemented in NH as 'College and Career Ready Standards' / Common Core State Standards-aligned competencies). Science: NH K-12 Model Science Competencies (based on / aligned to the Next Generation Science Standards, NGSS; State Board approved for statewide use). Social studies: New Hampshire K-12 Social Studies Curriculum Framework (state-specific; last full revision June 2006; revision in progress as of recent years). NH has NOT adopted the C3 Framework as its standards..