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Lesson Plans
| Topic |
| Land Use in New Hampshire: Farming |
| Focus Question |
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Boundaries |
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Technology and Science |
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X
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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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X
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1763-1820s |
Revolution and the New Nation |
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X
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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 |
| Economics 5; Geography 11; History 16, 17 |
| Grade Level |
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Elementary |
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High School |
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Middle/High School |
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Middle |
X
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Elementary/Middle |
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All |
| What Students Learn |
| Students discover ways the natural environment has affected how
people live in New Hampshire - and in their own community. |
| Procedures |
For the first day's activity, read page 15 of Marilyn Wyzga's Exploring
the Land We Call New Hampshire and brainstorm problems farmers encountered as they prepared land for farming
or raising livestock. Discuss why farming was the predominant economic activity in New Hampshire in colonial years
and in the early years of statehood. Discuss how climate and physical geography in northern New England influenced
this way of life. Write an essay on farming in New Hampshire in the 18th and 19th centuries based on the results
of brainstorming and class discussion.
For the second activity, visit a working farm in the school's local community. (Be sure to alert the farmer about
the purpose of your visit so that he or she is prepared to discuss how long the property has been used for farming
and how and why land use has changed on the property and on land around the farm.) Use the observation sheet as
a starting point for inquiry. After follow-up discussion, students will compose a creative piece (e.g., a story,
poem, song, illustration) based on information they learned from their observations and investigations at the farm. |
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. |
| Wyzga, Marilyn. Exploring the Land We Call New Hampshire: An
Activity Guide. Concord: New Hampshire Historical Society, Society for the Protection of New Hampshire Forests,
1992. |
| Assessment Tools and Techniques |
| Essay and creative-writing assignment. |
| Credit |
| This is an adaptation of a lesson created by Patrice Brewer, a
participant in the New Hampshire Historical Society's 1999 Summer Institute for Teachers. |
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