The Instructional Program is carried out in three phases: classroom instruction, hands-on activities, and general assemblies. About 50 percent of the program hours of Boys State are devoted to government instruction and practice.
Classroom Instruction is held on subjects such as law, civil service, election procedure and parliamentary procedure. Other special 'schools' are held to inform candidates of the duties of the office they seek, and, following election and appointment of officers, to instruct in the operation of the respective offices held by the citizens.
Hands-on, participatory activities start with an election of city offices and conclude with the election and inauguration of the Governor of Boys State. The functional activities of learning about and operating a mock government that parallels the actual state government take a considerable portion of the week.
NEW HAMPSHIRE BOYS STATE STANDARDS AND OBJECTIVES
(Derived from the social studies standards developed by the State of New Hampshire)
Students will demonstrate a thorough understanding of the fundamental principles, organization, and operation of government at all levels in the United States.
Students will share in the rights and benefits granted to citizens as expressed in the Declaration of Independence and the Constitutions of the United States and New Hampshire.
Students will use the knowledge, skills, principles, and ideals of civics and government, economics, geography, history, and other fields of the social studies to understand and address contemporary problems and issues.
Curriculum Standard 1--Students will demonstrate an understanding of the purpose of government and how government is established and organized.
Evaluate, take, and defend positions on the purposes government should serve and why government and politics are necessary.
Compare power and authority and explain that, in the United States, civil authority comes from custom, law, and the consent of the governed.
3. Analyze the major arguments for and against representative government as distinguished from direct democracy, and discuss why, in a representative democracy, decisions are made by the majority with minority rights protected.
Curriculum Standard 2--Students will demonstrate an understanding of the fundamental ideals and principles of American democracy; the major provisions of the United States and New Hampshire Constitutions; and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
Demonstrate the importance of the following ideals and principles to American democracy--individual rights and responsibilities; concern for the well-being of the community; tolerance for others; minority rights; equality of opportunity and equal protection under the law; and the importance of education, work, and volunteerism.
Demonstrate the importance of the following to the creation and preservation of American constitutional democracy--the Declaration of Independence; the United States Constitution; the Bill of Rights; the Constitution of New Hampshire; and the Pledge of Allegiance.
Provide examples of how, in the United States, constitutional democracy is founded on the conviction that Americans are united as a nation by the ideals and principles they share rather than the race, religion, or country of origin of the nation's people.
Analyze and compare the primary functions of the three branches of government.
Identify, describe, and compare the structure and major responsibilities and services of government at the local, county, state, and federal levels.
Describe how public officials are chosen and how laws and/or policies are made at the local, county, state, and federal levels.
Identify and describe the roles and responsibilities of the major components of the New Hampshire judicial system including law enforcement and the courts.
Demonstrate the relationship of the New Hampshire Constitution to the United States Constitution.
Discuss the major responsibilities of government at the local, county, state, and federal levels; how these governments are funded; and the purposes for which funds are used.
Describe the legislative and political processes by which a bill becomes a law.
Curriculum Standard 4--Students will demonstrate and apply an understanding of the meaning, rights, and responsibilities of citizenship.
Discuss why it is important to participate in community and government affairs.
Discuss what it means to be a citizen of the United States including the rights and responsibilities of citizenship.
Describe basic elements of the voting process including eligibility to vote and alternative methods of casting votes (for example, voice, show of hands, and secret ballot).
Describe and analyze the ways Americans can effectively participate in civic and political life at the school, community, state, and national levels and discuss how such participation can lead to the attainment of both individual and public goals.
Name the persons who represent them in legislative bodies and the heads of the executive, legislative, and judicial branches of their local, county, state, and federal governments, and explain which level(s) of government they should contact to express their opinions or to get information or help on specific problems and issues.
Demonstrate an understanding of how an individual participates in primary and general elections including registering to vote; identifying the major duties, responsibilities, and qualifications required for a particular position; becoming informed about candidates and issues; declaring or changing party affiliation; and obtaining, marking, and depositing a ballot.
Curriculum Standard 17--Students will demonstrate knowledge of the chronology and significance of the unfolding story of America including the history of their community, New Hampshire, and the United States.
Discuss the on-going story of their community, state, and nation in terms of the contributions of countless individuals.
Explain the derivations of the name of our state, the names of its counties and major geographic features, and the name of their community.
Discuss the origin, functions, and development of New Hampshire town meetings from the 17th century to the present.
Describe the history, use, and significance to New Hampshire of the state seal and flag, the Old Man of the Mountain, The Granite State, and Live Free or Die.
