At the request of NH Civics, the following selected references to civics and history relate statutory requirements for public education.

Social Studies curriculum including civics education

189:11 Instruction in National and State History and Government. –
I. In all public and private schools in the state there shall be given regular courses of instruction in the history, government and constitutions of the United States and New Hampshire, including the organization and operation of New Hampshire municipal, county and state government and of the federal government. Such instruction shall begin not later than the beginning of the eighth grade and shall continue in all high schools as a component of a one credit course of instruction required for high school graduation in United States and New Hampshire history and a one-half credit course of instruction required for high school graduation in United States and New Hampshire government/civics. A school district shall develop and offer the United States and New Hampshire government/civics course and at a minimum, the course shall include instruction in the following areas:
(a) Opportunities and responsibilities for civic involvement.
(b) Skills to effectively participate in civic affairs.
(c) The U.S. Constitution and the principles stated in the Articles and Amendments of the U.S. Constitution that provide the foundation for the democratic government of the United States.
(d) The New Hampshire constitution and the principles stated in the articles of the New Hampshire constitution that provide the foundation for the democratic government of New Hampshire.
(e) The structure and functions of the 3 branches comprising federal and state governments: legislative, judicial, and executive.
(f) The role, opportunities, and responsibilities of a citizen to engage in civic activity.
(g) The role and interactions of the state of New Hampshire and local governments within the framework of the U.S. Constitution and of extended powers and functions provided to local governments.
(h) How federal, state, and local governments address problems and issues by making decisions, creating laws, enforcing regulations, and taking action.
(i) The role and actions of government in the flow of economic activity and the regulation of monetary policy.
(j) How intolerance, bigotry, antisemitism, and national, ethnic, racial, or religious hatred and discrimination have evolved in the past, and can evolve, into genocide and mass violence, such as the Holocaust, and how to prevent the evolution of such practices.

Civics Competency Requirement

1. As a component of instruction under paragraph I, a locally developed competency assessment of United States government and civics that includes, but is not limited to, the nature, purpose, structure, function, and history of the United States government, the rights and responsibilities of citizens, and noteworthy government and civic leaders, shall be administered to students as part of the high school course in history and government of the United States and New Hampshire. Students who attain a passing grade on the competency assessment shall be eligible for a certificate issued by the school district. The United States Citizenship and Immigration Services (USCIS) test may be used to satisfy the requirement of this paragraph. By June 30 of each year, each school district shall submit the results of either the locally developed competency assessment of United States government and civics or the United States Citizenship and Immigration Services (USCIS) test to the department of education.

Adequate Education Definition – Social Studies

193-E:2 Criteria for an Adequate Education. –
An adequate education shall provide all students with the opportunity to acquire:
I. Skill in reading, writing, and speaking English to enable them to communicate effectively and think creatively and critically.
II. Skill in mathematics and familiarity with methods of science to enable them to analyze information, solve problems, and make rational decisions.
III. Knowledge of the biological, physical, and earth sciences, including environmental sciences that investigate the complex interaction of physical, chemical, and biological processes that take place on the earth, to enable them to understand and appreciate the world and the engineering, socio-economic, and geopolitical challenges around them.
IV. Knowledge of civics and government, economics, geography, history, and Holocaust and genocide education to enable them to participate in the democratic process and to make informed choices as responsible citizens.
V. Grounding in the arts, languages, and literature to enable them to appreciate our cultural heritage and develop lifelong interests and involvement in these areas.
VI. Sound wellness and environmental practices, including outdoor recreation, to enable them to enhance their own well-being, as well as that of others.
VII. Skills for lifelong learning, including interpersonal, environmental education, and technological skills, to enable them to learn, work, communicate, and participate effectively in a changing society and environment.

Chaptered law not yet in on-line RSAs – required content areas – HB 1671

HB1671-L Bill Details

273:1  Adequate Public Education; Substantive Educational Content.  RSA 193-E:2-a, I is repealed and reenacted to read as follows:

I.(a)  Beginning in the school year 2008-2009, and for each year thereafter, the specific criteria and substantive educational program that deliver the opportunity for an adequate education shall be defined and identified as the school approval standards in the following learning areas:

(1)  English/language arts and reading.

(2)  Mathematics.

(3)  Science.

(4)  Social studies, including civics, government, economics, geography, history, and Holocaust and genocide education. 

(5)  Arts education, including music and visual arts.

(6)  World languages.

(7)  Health and wellness education, including a policy for violations of RSA 126-K:8, I(a).

(8)  Physical education.

(9)  Engineering and technologies including technology applications.

(10)  Personal finance literacy.

(11)  Computer science.

(b)  Teachers shall use academic and applied instruction to teach the learning areas under subparagraph (a).  The following skills shall be integrated into the learning areas:

(1)  Computer use and digital literacy.

(2)  Logic and rhetoric.