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Lesson Plans
| Topic |
| Mills of New Hampshire |
| Focus Question |
|
|
Boundaries |
|
Technology and Science |
|
X
|
Natural Environment and People |
|
Nongovernmental Groups |
|
|
Cultures, Races and Ethnic Groups |
X
|
Material Wants and Needs |
|
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Politics |
|
Self-Expression |
| Era |
|
|
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
|
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 |
| |
1945-early 1970s |
Postwar United States |
| |
1968-present |
Contemporary United States |
| Social Studies Standards |
| Economics 5, 6, 7, 9; Geography 10, 11, 12, 13, 14, 15; History
16, 17 |
| Grade Level |
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Elementary |
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High School |
|
Middle/High School |
| |
Middle |
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Elementary/Middle |
X
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All |
| What Students Learn |
Students will:
- Locate mill sites on a map of New Hampshire and discover; natural
and manmade features that contributed to this location;
- Describe who worked in the mills, what their working conditions
were like, where they came from, where they lived, and what they did in their leisure time;
- List products produced by the mills and identify raw materials
from which the products were made;
- Identify the environmental impact of the mills;
- Explain how railroads affected the mills and the people of
New Hampshire;
- Research both primary and secondary sources to find information
on a topic (see Mills of New Hampshire Challenge study sheet);
- Use information gathered through research to create a script
(see Mills of New Hampshire Challenge study sheet);
- Work cooperatively with other students.
|
| Procedures |
Research one of the questions listed in the Mills of New Hampshire
Challenge study sheet and create a play, puppet show, or video to teach the rest of the class what you have learned.
Students could also:
- use advertisements from newspapers of the time period and wage
information to figure the purchase power of the workers;
- graph wages, percents of immigrants, etc.;
- read letters or diaries of mill workers and write their own
creative pieces;
- draw maps showing mill sites, rivers, and other modes of transportation;
- read (or engage in read-alouds) from the list of children's
books included in the bibliography.
|
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. |
Denenberg, Barry. So Far from Home: The Diary of Mary Driscoll,
an Irish Mill Girl. New York: Scholastic Trade, 1997.
Hareven, Tamara and Randolph Langenbach. Amoskeag: Life and Work in an American Factory-City. New York:
Pantheon Books, 1978.
Jager, Ronald and Grace Jager. New Hampshire: An Illustrated History of the Granite State. Woodland Hills:
Windsor Publications, 1983.
McCully, Emily Arnold. The Bobbin Girl. Dial Books for Young Readers, 1996.
Paterson, Katherine. Lyddie. London: Puffin, 1995.
Rosal, Lorenca Consuelo. God Save the People: A New Hampshire History, Level II. Orford: Equity Publishing
Corp., 1988.
Ross, Pat. Hannah's Fancy Notions: A Story of Industrial New England. London: Puffin, 1992.
Samson, Gary. A World within a World: Manchester, the Mills and the Immigrant Experience. Dover: Arcadia,
1995.
Ville de Manchester, N.H. et l'Amoskeag Manufacturing Company. Manchester: Chambre de Commerce, 1912. |
| Assessment Tools and Techniques |
| Assessment will be from teacher notes and observations of students
as they research their topics, work in small groups to create their scripts and prepare their presentations, perform
their presentations, and answer follow-up questions. Criteria will follow the standards listed in the Mills of
New Hampshire Challenge study sheet. |
| Credit |
| This is an adaptation of a lesson created by Karen Fryer, a participant
in the New Hampshire Historical Society's 1999 Summer Institute for Teachers. |
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