New Hampshire

Ages 5–11 · 21 minutes · Geography

Check out the Old Man of the Mountains, the Mount Washington Cog Railway and more!

Explore New Hampshire's treasures, from its beautiful blooms, to the one-of-a-kind Mount Washington Cog Railway, to its famous firsts!

No prior knowledge needed.

Part of

The 50 States

Standards alignment

Common Core State Standards

D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
D2.Civ.1.3-5 — Individually and with others, students… Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.
D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Alaska

1 — know that places have distinctive geographic characteristics;
1 — use maps and globes to locate places and regions;
2 — understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world;
5 — describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty;

Arizona

2.G1.1 — Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features. • Key physical features include but are not limited to seven continents, oceans, lakes, rivers, mountain ranges, coasts, seas, and deserts • Key human features include but are not limited to equator, hemispheres, North and South Pole, cities, states, countries, regions, and landmarks
2.G2.1 — Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region being studied.
1.H4.1 — Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders as well as their importance from the past to the present in our country. • Symbols include but are not limited to American flag, bald eagle, Statue of Liberty, White House, Washington Monument, Mount Rushmore, Liberty Bell, United States Capitol, and Arizona state symbols • Holidays include but are not limited to Columbus Day, Thanksgiving, Veterans Day, Memorial Day, Labor Day, Presidents Day, Martin Luther King Jr. Day, Independence Day, Constitution Day, and Arizona Statehood Day • Leaders include but are not limited to local and/or Tribal leaders, state leaders, and national leaders
1.H4.2 — Draw upon fictional stories, biographies, and non-fiction/informational text to identify historical figures in your community, state, and nation and explain their significance in history and in the present day.

Arkansas

G.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
G.1.2.2 — Describe the physical and human characteristics of a place using geographic tools such as maps, globes, and charts.
H.1.2.5 — Explain state and national historical symbols and landmarks and the people and events associated with them.
H.1.K.4 — Recognize historic figures and other people who have made an impact on history.

Colorado

PGS.4 — Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
SS.1.4.2 — Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.
SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.
SS.2.4.2 — Explain the roles and characteristics of people who govern different communities.
SC.K.3.2 — Plants and animals meet their needs in their habitats and impact one another; people can prepare for severe weather.

Connecticut

GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
GEO 2.3 — Use geographic representations to identify cultural and environmental characteristics of place.
GEO 2.4 — Explain how the environment affects people’s lives.
GEO 3.3 — Use maps of different scales to describe the locations of cultural and environmental characteristics.

Delaware

G.1.K-3a — Students will understand the nature and uses of maps, globes, and other geo-graphics. Grade K and Grade 3
G.2.K-3a — Students will distinguish different types of climate and landforms and explain why they occur. Grade 2
H.4.K-3b — Students will develop an awareness of major events and people in United States and Delaware history. • Who lives here and how did they get here? (immigrants, demographics, ethnic and religious groups) • Important people in our past • Different kinds of communities in Delaware and the United States
K-3a — Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Grade 3
C.1.K-3a — Students will understand that leaders are sometimes chosen by election, and that elected officials are expected to represent the interests of the people who elected them. Grade 1

Florida

SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.3.1 — Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.
SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.
SS.2.G.1.4 — Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).

Georgia

SS2CG2.a — President (leader of our nation) and Washington, D.C. – White House
SSKH2.h — White House (identify image and associate with Presidents Day and the current president)

Hawaii

SS.1.3.17.1 — Investigate historically significant events, people, and observances in history
SS.1.2.14.3 — Investigate cultural and environmental characteristics of your community
SS.2.1.6.1 — Investigate school, community, and national leaders and their responsibilities
SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations
SS.K.3.13.3 — Examine physical characteristics on maps and globes using positional words

Idaho

2.SS.2.1.4 — Illustrate that boundary lines separate states.
5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.

Illinois

SS.2.G.1 — With guidance and support, use print and digital maps, globes and other simple geographic models to identify cultural and environmental characteristics of places.
SS.2.G.2 — With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.
SS.3.G.1 — Use print and digital maps, globes, and other simple geographic models to identify topographic and other graphic representations of both familiar and unfamiliar locations.

Indiana

5.G.2 — Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E)
3.ESS.1 — Obtain and combine information to determine seasonal weather patterns across the different regions of the United States.
6.CIV.8 — Describe the primary and general election process for local, state, and national offices, including those used to select congressional and presidential office holders. (E)

Iowa

SS.K.14. — Compare environmental characteristics in Iowa with other places.
Interpret Processes, Rules and Laws

Kansas

Benchmark 4.5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
Benchmark 2.4.1 — The student will recognize and evaluate continuity and change over time.
Benchmark 3.3.1 — The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.

Kentucky

2.G.GR.1 — Examine geographic features of places in North America, using a variety of geographic data, including maps, photos and other geographic tools.

Louisiana

2.21 — Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lakes, oceans, and rivers.
2.23 — Describe the relative location of the United States.
3.20 — Describe the geographic features of places in the United States.

Maine

3-ESS2-2 — Obtain and combine information to describe climates in different regions of the world.
F2 — Identifying the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools including digital tools and resources. *
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Massachusetts

3.T2.2 — On a political map of the current United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, New Hampshire, Vermont, and Maine).
4.T1.2 — On a political map of North America, locate Canada and its provinces, Mexico and its states, the nations of the Caribbean, and the United States of America and its states; explain the meaning of the terms continent, country, nation, county, state, province, and city.
4.T4a.1 — On a political map of the United States, locate the states in the Northeast (listed alphabetically: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island and Vermont).

Michigan

4–G1.0.1 — Identify questions geographers ask in examining the United States.
4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
4–C3.0.6 — Describe how the President, members of the Congress, Supreme Court Justices are elected or appointed.
4–G1.0.4 — Use maps to describe elevation, climate, and patterns of population density in the United States.

Minnesota

4.3.2.3.1 — Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
0.1.2.2.1 — Describe symbols, songs and traditions that identify our nation and state. For example: American Flag, bald eagle, White House, Statue of Liberty, Pledge of Allegiance, Minnesota state flag.
2.3.1.1.3 — Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States. For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.
3.3.1.1.1 — Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world. For example: Relative location words— close to, above, bordering. Description using relative location words—"Our school is across from the post office." Description using cardinal directions— "Mexico is south of the United States." Description using intermediate directions—“Hawaii is southwest of the continental United States.”

Mississippi

2.G.1.2 — Identify political and physical borders in the United States and across the globe.
3.CI.2.3 — Recognize locations where government is practiced at the national, state, and local levels.
5.10.2 — Identify and label each of the 50 states on a map.
5.9.2 — Identify school, community, state, and national symbols (e.g., United States flag, American eagle, etc.).
5.9.4 — Explain historically significant people and events that shaped America (e.g., our first president, etc.).

Missouri

4.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
4.EG.5.F.a — Identify different regions in the United States and analyze how their characteristics affect people who live there.
5.H.3.C.a — Identify and describe the contributions of historically significant individuals to the United States from c. 1800-2000.
5.EG.5.B.b — Locate and describe real places, using absolute and relative location.

Montana

SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;
SS.G.2.2 — describe how geography and human activities impact each other.
SS.G.3.3 — identify landforms and other physical characteristics of the Americas.
SS.G.K — The geography content standard for kindergarten is that each student will use maps, and other representations, to describe place characteristics.

Nebraska

SS 3.3.1.d — Locate specific places on maps and globes.
SS 4.1.2.b — Investigate the meaning of state symbols, songs, and holidays.
SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
SS 5.3.2.b — Identify and classify regions and places within the United States using physical and human features.

Nevada

SS.2.21 — Identify major national landmarks associated with historical events.

New Hampshire

SS.HI.4.1.3 — Describe the significance of national and New Hampshire celebrations, monuments, symbols and documents, e.g., Veteran's Day, the Statue of Liberty, Old Man of the Mountain, and the preamble to the New Hampshire Constitution. (Themes: B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment)
SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)
SS.GE.4.2.1 — Describe the physical and human characteristics of places, e.g., land forms or where people live. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)
SS.HI.8.1.2 — Describe the role New Hampshire voters have played in our nation's presidential primaries and elections. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction)
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. (Themes: H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction, J: Human Expression and Communication)

New Jersey

6.1.2.Geo.HE.3 — Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
6.1.5.CivicsPI.5 — Explain how government functions at the local, county, and state level.
6.1.5.GeoPP.2 — Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
6.1.5.GeoSV.2 — Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.

New Mexico

K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).
1.18 — Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.
5.27 — Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.
2.20 — Using maps, identify and locate the United States, Canada, and Mexico as the countries that make up North America.

New York

1.4b — Governments exist at the local, state, and national levels to represent the needs of the people, create and enforce laws, and help resolve conflicts.
1.5b — Maps are used to locate important places in the community, state, and nation, such as capitals, monuments, hospitals, museums, schools, and cultural centers. * According to the Dignity for All Students Act, “others” includes, but is not limited to, people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes.
2.3d — Symbols of American democracy serve to unite community members.

North Carolina

5.G.1.1 — Explain the relationship between location, physical environment, and human activity in the United States.
K.G.1.1 — Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
K.G.1.2 — Identify physical features of places using maps, globes, and/or digital representations.
1.G.1.1 — Use maps, globes, and/or digital representations to identify various types of landforms of places around the world.

Ohio

1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
4.9 — A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.
K.LS.2 — Living things have physical traits and behaviors, which influence their survival.

Oklahoma

4.2.2 — Identify major physical features in the United States and analyze how physical processes shape places. A. Identify and describe the physical characteristics of places, including the major landforms, bodies of water, vegetation and climates in the United States. B. Describe the location and characteristics of the major ecosystems in the United States.
4.2.4 — Describe how physical processes of the Earth’s surface impact humans and their environment. A. Identify and describe the different climates in the United States using maps, globes, and graphs. B. Explain how climate and natural processes including floods, wind, and storms impact how we live.
1.3.2 — Describe the contributions of people and groups who have shaped our history and ways we commemorate important places and events of the past.
4.2.5 — Identify and locate on a political map the fifty states and the United States capitol.

Oregon

2.14 — Use and apply cardinal directions to locate and identify features on maps (such as oceans, cities, continents).
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
2.12 — Identify relative location of school and community in the state, nation and the world.

Pennsylvania

7.1.3.B — Identify and locate places and regions.
7.2.3.A — Identify the physical characteristics of places and regions.
7.3.3.E — Identify the human characteristics of places and regions by their political activities.
8.3.3.A. — Identify contributions of individuals and groups to United States history.
8.3.3.B. — Identify and describe primary documents, material artifacts and historic sites important in United States history.

Rhode Island

SS3.2.2 — States in the Northeast Explain the states that make up the Northeastern region including their admittance to the United States and their identities
SS3.1.2 — United States geography and environment Explain the geography of the United States and its neighbors
SS3.2.1 — Geography and environment of the Northeast Explain the geography and environment of the Northeastern region of the United States
SS3.2.4 — The Northeastern region today Argue how the geography and environment of the Northeastern region contributed to its social, cultural, and economic development
SS3.1.4 — National government Analyze components of the United States government

South Carolina

2.G.1 — Identify the geographic location of the U. S. in relation to the rest of the world. This indicator was developed to encourage inquiry into the location of the U.S. on various maps and globes. This indicator promotes further inquiry into bordering nations and oceans.
3.1.3.PR — Identify the spatial hierarchy of political and physical geographic features. This indicator prompts students to inquire about spatial hierarchies (i.e. scale) to understand connections between Earth's systems. Political features include cities, states, and countries. Physical features include forests, mountains, oceans, and rivers.
2.G.2 — Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources. This indicator was developed to encourage inquiry into using historic images, maps, narratives, texts, or video, to investigate and compare different landforms around the U.S.

South Dakota

3.G.1.2 — Locate the seven continents, four oceans, and major physical features and regions of the United States on a map or globe
3.H.2.2 — Explain the importance of famous American figures including but not limited to George Washington, Abraham Lincoln, and Thomas Jefferson
4.G.1.1 — Locate major political and physical features of South Dakota and the United States on a map or globe
3.C.1.1 — Research and explain the meaning behind South Dakota’s symbols
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Tennessee

2.13 — Recognize that the U.S. is part of the North American continent, and identify the U.S land/water borders including: Canada, Mexico, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
2.20 — Identify and examine the significance of well-known national symbols and landmarks, including: Mt. Rushmore, the White House, the Statue of Liberty, and the bald eagle.
3.09 — Identify and locate the fifty states of the U.S.
1.19 — Explain that voting is a way of making choices and decisions.

Texas

2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and
2.4B — locate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries of Canada and Mexico on maps and globes.
K.4A — identify the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
K.4B — identify how geographic location influences human characteristics of place such as shelter, clothing, food, and activities.
2.1B — identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.

Utah

K.2.3.b — Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty).
1.2.3.d — Identify national symbols, documents, and landmarks (e.g., Declaration of Independence, U.S. Constitution, Liberty Bell, Washington Monument).
2.2.3.b — Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).
2.2.1.d — Identify state and national activities (e.g., voting, Pledge of Allegiance, holidays).

Vermont

D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Virginia

2.11.a — The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by locating the countries of North America and the bordering oceans.
Skill.2.b — The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections.
USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 states.
2.11.b — The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by identifying major rivers, mountain ranges, lakes, and other physical features in the United States.

Washington

G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.

Washington, D.C.

1.17 — Identify key political features of each region on a map, to include, local neighborhoods, wards, Washington, DC, the United States and North America.
1.18 — Compare the features of a city, county, state, country and continent.

West Virginia

SS.3.13 — Distinguish between a continent, country, state and capital.
SS.3.19 — Compare and contrast regions of the United States in regard to plant and animal life, landforms, climate and human interactions with the environment.
SS.5.17 — Compare and contrast the various regions of the United States; locate each of the fifty United States and correlate them with their regions.

Wisconsin

SS.Geog1.b.1-2 — Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.
SS.PS1.a.K-1 — Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
SS.Geog4.a.4 — Describe how certain places may have meanings that distinguish them from other places (e.g., cemetery, places of worship, state or national parks, historical park, or battlefield). Compare and contrast the human characteristics of rural, suburban, urban, and tribal locations in Wisconsin and the United States. Identify and describe how people may view places in the community differently (e.g., students and senior citizens responding to a new playground).

Wyoming

SS2.5.1 — Spatial Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. 2-ESS2-2
SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1
SS5.5.2 — Physical Place and Region Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world. RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, W.3.7, W.4.2.b W.5.2.b W.5.7 SL.3.4
SS5.5.3 — Human Place and Movement Describe the human features of an area (e.g., language, religion, political and economic systems, population distribution, and quality of life), past and present settlement patterns (e.g., Indigenous Tribes of Wyoming and the Oregon Trail), and how ideas, goods, and/or people move from one area to another. Benchmark_Component Sub-Item :SS5.5.3.a.i Human Place and Movement Describe how cultural values of the Indigenous Tribes of Wyoming influence the importance and preservation of place and sacred sites (e.g., Devils Tower/Bear Lodge, Hot Springs State Park, Vedauwoo, Crowheart Butte, Bighorn Medicine Wheel, Estes Park, Yellowstone, Heart Mountain, and Wind River Mountains). Benchmark_Component Sub-Item :SS5.5.3.a.ii Human Place and Movement Describe and identify a variety of place names and their connection to Indigenous Tribes of Wyoming. RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, 3.7, 4.2.b, W.5.2.b, 5.7 SL.3.4