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Lesson Plans
| Topic |
| The Boundary Dispute between New Hampshire and Massachusetts, 1677-1741 |
| Focus Question |
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X
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Boundaries |
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Technology and Science |
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Natural Environment and People |
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Nongovernmental Groups |
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Cultures, Races and Ethnic Groups |
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Material Wants and Needs |
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Politics |
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Self-Expression |
| Era |
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Beginnings to 1623 |
Different Worlds Meet |
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X
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1623-1763 |
Colonization and Settlement |
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1763-1820s |
Revolution and the New Nation |
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1801-1861 |
Expansion and Reform |
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1850-1877 |
Civil War and Reconstruction |
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1870-1900 |
Development of the Industrial United States |
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1890-1930 |
Emergence of Modern America |
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1929-1945 |
Great Depression and World War II |
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1945-early 1970s |
Postwar United States |
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1968-present |
Contemporary United States |
| Social Studies Standards |
| Geography 10, 11; History 16, 17 |
| Grade Level |
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Elementary |
X
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High School |
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Middle/High School |
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Middle |
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Elementary/Middle |
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All |
| What Students Learn |
| In cooperative groups, students will use primary and secondary
source material to trace the development of the separation of New Hampshire from the overwhelming influence of
the larger colony of Massachusetts. |
| Procedures |
The lesson consists of six tasks.
1. Read the
assigned passages and describe in your own words what
led to the boundary dispute between the two colonies, and what specifically was at stake for New Hampshire?
2. Read the
assigned passage and describe the "turning point,"
beginning in 1718, that caused the two colonies to go their separate ways, and explain the actions taken by each
at this time.
3. Read the
assigned passage and explain how New Hampshire's General
Assembly, in 1720, conceived of land "west of the Merrimack River." What do you think was the effect
of the General Assembly's perception on relations between the colonies?
4. Read the
assigned passage and describe how the colonies' conflict
was reflected in the personal conflict between New Hampshire's lieutenant governor, John Wentworth, and Jonathan
Belcher, appointed governor of Massachusetts in 1730. Include a discussion of the techniques each man used to extend
his power.
5. Read the
assigned passage and describe in detail the major shakeup
of colonial government in 1741 and what this meant for New Hampshire.
6. Using the assigned
map, pencil in the following additional information:
a. the Connecticut River; b. the Merrimack River; c. Lake Winnipesaukee; d. the identification key for the boundary
line claimed by Massachusetts; e. the identification key for the boundary line claimed by New Hampshire; f. the
boundary line in 1741. |
| Materials Included in the Lesson |
| Excerpts from Historical New Hampshire; excerpts from The
Emergence of Provincial New Hampshire, 1623-1741, including a map (and an adaptation of the map) from 1741
to be associated with specific tasks (see procedures). |
Bibliography
Most entries listed below, as well as other teacher resources, are available through the New Hampshire Historical
Society's Tuck Library and its
museum store. |
Van Deventer, David E. The Emergence of Provincial New Hampshire,
1623-1741. Baltimore: Johns Hopkins University Press, 1976.
Wallace, R. Stuart. "The 'Irish Party' and the New Hampshire/Massachusetts Boundary Controversy, 1719-1741,"
Historical New Hampshire, 49 (Summer 1994): 97-119. |
| Assessment Tools and Techniques |
1. Each group must be prepared to present any or all of the tasks
to the class without knowing in advance which task it will be called upon to explain.
2. Members within a group will be called randomly to report for the group.
3. Groups will modify their written responses to incorporate any additional information supplied by the reporting
group.
4. Each group will make and display a transparency of its map for class inspection. |
| Credit |
| This is an adaptation of a lesson created by Daniel Clary, a participant
in the New Hampshire Historical Society's 1999 Summer Institute for Teachers. |
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