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Unit Essential Question: How has New Hampshire's geography
affected its economy?
Activity Essential Question: Why did areas of New Hampshire
develop different economic foundations in the early 1800s.
Grade: 6-8
Discipline(s): Social Studies (History, Geography)
MI Foci: Linguistic
Interpersonal
Spatial
Musical
Logical/Mathematical
Rationale: This activity will allow students to learn why
mills developed in some areas of New Hampshire and could not in
others; and why sheep herding developed in other areas. It will
teach them map reading skills, allow them to exercise their deductive
reasoning and compare/contrast skills. It will also teach them
about New Hampshire's geography; as well as infrastructure and
economic development as of the mid 1800s.
Background: In the early 1800s New Hampshire's economy changed
dramatically. With the beginning of the industrial revolution,
and the knowledge of how to harness water power, textile mills
were built in New Hampshire. They were built on either waterfalls
or places where rivers dropped in elevation. These mills attracted
many workers and became the starting points for many of our cities
today. The importation of merino sheep from Spain produced a booming
wool gathering economy in the rural hinterland. The wool (and
meat) would be transported to the larger mill towns by rivers
and canal, by turnpike roads, or (in later years) the railroad.
Therefore, New Hampshire's geography had a direct correlation
to which type of economy flourished in each New Hampshire town.
towns situated on rivers with waterfalls or drops in elevation
would develop mills. Towns without such resources, located in
the hills and mountains, would raise sheep and ship the wool to
the cities instead.
Objectives: After examining maps of New Hampshire showing
elevation, rivers, and transportation systems, pairs of students
will fill in a chart to try to identify what sort of economy would
most likely develop in each of 15 given locations in New Hampshire.
Knowledge/Skills: Map Reading
Critical Thinking
Deductive Reasoning
Writing
New Hampshire economy & geography
Assessment: At the end of the activity, students will turn
in their filled-in charts, with written reasons why they believe
sheep or mills would develop in each location, to be assessed.
Credit will be given for correct answers; however, students who
guess incorrectly but have good reasoning behind their answers
should be given partial credit. An 'A' chart will have correctly
identifies the economy for at least 14 out of 15 locations, with
correct reasoning behind each.
Activity Procedure:
Introduction:
1. As an introduction to the lesson, the student will be asked
to listen to a recording of the 1850's song 'Uncle Sam's Farm'
(the lyrics of which mention the sheep raising and textile mills
of New England).
2. After hearing the song the students will be asked if they could
identify what the two economies of New Hampshire were at the time.
3. The topic of sheep should be mentioned, and students should
be asked why farmers would raise sheep. When they answer wool,
they should be asked what needs to be done with wool in order
for it to be usable. When they answer that it needs to be made
into yarn and then into fabric, the subject of the mills should
be introduced.
4. The teacher should tell the students (if it has not been taught
previously in another unit) that mills were powered by water power
and therefore needed to be located on waterfalls and drops in
elevation.
Body:
5. The teacher will pair students up, using whatever method the
teacher prefers.
6. Each pair of students should receive copies of the four maps
of New Hampshire and a blank chart to fill in. They should also
have writing paper to record their answers as to why they believe
which would take place.
7. The teacher will instruct the students to examine the map and
fill in each category except 'Recommendation.' (NOTE ON MAPS:
Location are not exactly on top of waterfalls, roads, or rivers.
Students should be instructed that these things are situated at
the same site as the locations.)
8. When the students fill in their charts they should then make
a recommendation as to what industry (sheep raising or mills)
should be found at each site. On a separate piece of paper they
should write down their reasoning behind each location.
Conclusion:
9. When all the students have completed these tasks, the teacher
should then read to them the answer sheet (included) and students
should 'correct' their charts.
10. If students feel a different activity should be taking place
in each location, they should give their reasoning behind their
answers, and the topic can be discussed in class.
11. At the end of the activity, the teacher should collect the
charts and justification sheets for each pair of students.
Anticipated length of activity:
Recording: 5 minutes
Preliminary discussion: 10 minutes
Map Work: 30 minutes
Discussion of answers: 10 minutes
TOTAL: 55 minutes
Student Grouping: Teacher-determined pairs
Materials needed:
For Teacher: Blank maps & chart
Answer sheet for recommendations Answer sheet for chart
Tape player
Recording of ''Uncle Sam's Farm''
For Student: Blank maps
Blank chart
writing paper
pencil or pen
Resources:
For Teacher:
1. Rosal, Lorenca Consuelo (1988); God save the people: a New
Hampshire history: level II teacher's resources manual; Orford,
NH: Equity Publishing Co.
2. Heffernan, Nancy Coffey and Ann Page Stecker (1996); New
Hampshire: crosscurrents in its development; Hanover, New
Hampshire: University Press of New England;
For Student:
1. Carpenter, Allan (1979); Enchantment of America: New Hampshire;
Chicago, Illinois: Children's Press.
2. Hill, Ralph Nading (1960); Yankee Kingdom: Vermont and New
Hampshire,
New York: Harper & Brothers.