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Lesson Plans
| Topic |
| Maps and Local History |
| Focus Question |
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X
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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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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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X
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1870-1900 |
Development of the Industrial United States |
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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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X
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1968-present |
Contemporary United States |
| Social Studies Standards |
| Geography 10, 11, 13, 14, 15; History 16 |
| Grade Level |
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Elementary |
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High School |
X
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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 |
| Through the use of both old and recent maps, students will learn
about the history of their town. They will observe and make connections between geography and human activity over
time and gain knowledge of changes in borders and roads and the influence of individuals and families in local
history. |
| Procedures |
Provide students copies of the assignment (Using Maps to Study
Town History) and town maps from 1892 and if possible, from 1986. (If the 1986 edition of Delorme Publishing Company's
New Hampshire Atlas and Gazetteer is unavailable, you will have to choose another recent map and make adjustments
to the lesson. The 1986 edition contains road and place names and includes human features, like farms and cemeteries,
which are missing from more recent editions of this resource.) Guide students through the assignment, encouraging
observation over quick completion. (Allow students to complete the assignment for homework if necessary.)
This activity is well suited to extended study, too. Students might research important town buildings - taverns,
The oldest home in town, the town meeting house, libraries, their own homes, etc. They may also research town or
family graveyards or the establishment and development of the town: important people, events, roads, and building
projects, for example. (See the Guide for Researching Buildings and Towns.) |
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. |
New Hampshire Atlas & Gazetteer. Freeport: Delorme,
1986. [This resource is available in later editions, too. The teacher happens to prefer this edition. See notes
above.]
Old Maps of Belknap County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1985.
Old Maps of Carroll County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1988.
Old Maps of Cheshire County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1990.
Old Maps of Coos County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1989.
Old Maps of Grafton County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1989.
Old Maps of Merrimack County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1981.
Old Maps of Rockingham County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1981.
Old Maps of Rural Hillsboro County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1981.
Old Maps of Strafford County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1985.
Old Maps of Sullivan County, New Hampshire in 1892, The. Fryeburg: Saco Valley Printing, c1989. |
| Assessment Tools and Techniques |
Follow up the activity with a full class discussion based upon
students' completion of the assignment sheet. Prime the discussion as necessary with such questions as the following:
- Has the town changed significantly?
- Have borders changed? Roads?
- What are "important" family names?
- Why have things changed (or not changed)?
- What is different economically or socially over the past 100
years?
If you wish, follow this lesson with a research project (see
the help sheet Guide for Researching Buildings and Towns). The project may take any of several forms: a paper,
a poster, or a class "museum," for example.
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| Credit |
| This is an adaptation of a lesson created by Rose Marie Marinace,
a participant in the New Hampshire Historical Society's 2000 Summer Institute for Teachers. |
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