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Lesson Plans
| Topic |
| Development of Industrial New Hampshire |
| Focus Question |
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Boundaries |
X
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Technology and Science |
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X
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Natural Environment and People |
|
Nongovernmental Groups |
|
X
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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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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 |
|
X
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1870-1900 |
Development of the Industrial United States |
|
X
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1890-1930 |
Emergence of Modern America |
| |
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 |
| Civics and Government 3, 4; Economics 7, 8, 9; Geography 11, 13,
14, 15 |
| Grade Level |
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Elementary |
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High School |
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Middle/High School |
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X
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Middle |
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Elementary/Middle |
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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. |
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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