Lesson Plans Topic Development of Industrial New Hampshire Focus Question   Boundaries X Technology and Science X Natural Environment and People   Nongovernmental Groups X Cultures, Races and Ethnic Groups   Material Wants and Needs   Politics   Self-Expression Era   Beginnings to 1623 Different Worlds Meet   1623-1763 Colonization and Settlement   1763-1820s Revolution and the New Nation   1801-1861 Expansion and Reform   1850-1877 Civil War and Reconstruction X 1870-1900 Development of the Industrial United States X 1890-1930 Emergence of Modern America   1929-1945 Great Depression and World War II   1945-early 1970s Postwar United States   1968-present Contemporary United States Social Studies Standards Civics and Government 3, 4; Economics 7, 8, 9; Geography 11, 13, 14, 15 Grade Level   Elementary   High School   Middle/High School X Middle   Elementary/Middle   All What Students Learn Over a four-week period students work in groups to research and share information about the following topics: Amoskeag Manufacturing Company, Cocheco Mills, Nashua Manufacturing Company, Belknap Mill, Swenson's Granite Quarry, Abbot and Downing Company, log drives, paper mills (e.g., Berlin Mill Company, Brown Paper Company, James River Company), logging railroad companies, Boston & Maine Railroad, Lake Transportation, ship building in Portsmouth, summer resorts of Lake Winnipesaukee, summer resorts of the White Mountains, Amy Beach, Mary Baker Eddy, Maxfield Parrish, or Augustus Saint-Gaudens. Procedures This unit consists of five projects (see accompanying list of suggested materials). Links to outside web sites are provided for the convenience of New Hampshire educators and students. The New Hampshire Historical Society is not responsible for content once you leave our site. 1. Students working with research teams write a report with accompanying bibliography (see the accompanying sheet for a suggested timeline for this part of the project). Their first step is to brainstorm with their group what they already know about the topic and what they would like to learn. After the brainstorming session, students write a paragraph explaining what they want to find out and why. During the next several days students conduct research from the sources you have provided (see bibliography) and from other sources in the library and online. In addition to visiting the New Hampshire Historical Society's Web site (http://www.nhhistory.org), students may also visit the Weirs Times (http://www.weirs.com/w_times/timefram.html) and Webster: New Hampshire State Government Online (http://webster.state.nh.us/webster.html). 2. Students role play five days in the life of a character who would be important to their study, creating five diary entries along with illustrations descriptive of the character's life. Students will bind their entries and illustrations in their homemade diaries. 3. Student teams create a quilt square contributing to a visual display of the development of industry in New Hampshire. 4. Student teams create a visual display (e.g., diorama, working model, illustration, map) representing their topic of study; they will include a brief written defense of their choice of visuals. 5. Student teams create a life-size representation of a person from the area of study, dressed in period clothing, along with three artifacts that would have been important to the him or her. Materials Included in the Lesson List of suggested materials for creating visuals 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. Bardwell, John D. and Ronald P. Bergeron. The Lakes Region: New Hampshire, a Visual History. Norfolk: Donning Company, 1989. Bardwell, John D. and Ronald P. Bergeron. The White Mountains: New Hampshire, a Visual History. Norfolk: Donning Company, 1989. Blaisdell, Paul H. Three Centuries on Winnipesaukee. Concord: Rumford Press, 1936. Clements, John. New Hampshire Facts. Dallas: Clements Research, Inc., 1987. Hareven, Tamara and Randolph Langenbach. Amoskeag: Life and Work in an American Factory-City. New York: Pantheon Books, 1978. Heffernan, Nancy Coffey and Ann Page Stecker. New Hampshire: Crosscurrents in Its Development. Hanover: University Press of New England, 1996. Jager, Ronald and Grace Jager. New Hampshire: An Illustrated History of the Granite State. Woodland Hills: Windsor Publications, 1983. Journal of the Society for Industrial Archeology, 20 (1 and 2, 1994). Ober, Richard, ed. At What Cost? Shaping the Land We Call New Hampshire. Concord: New Hampshire Historical Society and Society for the Protection of New Hampshire Forests, 1992. Assessment Tools and Techniques Students will be graded on their cooperativeness, upon their workmanship in creating required visuals, and on their display of knowledge and insight in creating their report and other projects. Credit This is an adaptation of a lesson created by Charles Downie and Susan Leclerc, participants in the New Hampshire Historical Society's 1999 Summer Institute for Teachers. 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