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Unit Essential Question: What have been the major changes
in technology that have affected New Hampshire's economy?
Activity Essential Question: What were the driving economic
forces of New Hampshire between 1860-1899 and how did they interact?
Grade level: 6 through 8
Discipline: History, Geography, Math
MI Foci: Interpersonal
Logical/Mathematical
Linguistic
Background Information: Between the end of the Civil
War and the turn of the century, New Hampshire's economy was driven
by a few major economic forces: the railroads, the factories,
and the timber industry. All three interacted with each other,
and the railroads were perhaps the most important of them all.
The factories need the railroads to transport raw materials and
finished goods. The timber industry need the railroads to access
remote areas of the wilderness and to transport lumber and workers.
One of the ways the railroads were able to accomplish these tasks
was by improving the design of locomotives. Previously, railroads
had remained on flat, level ground - making it nearly impossible
to access the remote forests of the White Mountains. By 1869,
however, Sylvester Marsh was able to build a cog railway (for
passengers) to the top of Mount Washington.
At the same time, changes in technology were affecting the factories
of the river valleys. The invention and perfection of the steam
engine and, later, of coal power and electricity no longer made
water power necessary or factories.
As each industry became more and more profitable, it made economic
sense for companies to buy out their competitors. The B &
M railroad had a complete monopoly on the New Hampshire railroads
by the 1890s. The Amoskeag mills had a virtual monopoly on the
factories along the Merrimack River in Manchester. At the same
time, companies would also buy businesses in other economic areas
to increase their profits. The Saunders' Sawyer's River Railroad
company started a highly profitable logging operation in the White
Mountains that virtually crated the town of Livermore (which was
abandoned when the rail line was discontinued).
Objectives: After a brief overview of the economic history
of New Hampshire in the late 19th century, followed by a contemporary
version of MONOPOLY, students will be able to understand the concepts
of monopolies, the industries that had them in NH, and the technology
that made such companies profitable.
Knowledge/Skills: Writing
Critical Thinking
Basic mathematics
Economics
NH History
Geography
Group interaction
Assessment: At the end of the game, students will be assigned
to write a short (one side of one sheet for sixth graders, one
page for 7th graders, two pages for eighth graders) essay on what
they learned about New Hampshire in the 19th century based on
their experience with the game New Hampshire Monopoly. This will
be graded subjectively by the teacher based on accurateness and
on how well the student backed up their learnings.
Activity Procedure:
Initiation:
1. The teacher will ask the students if any of them have ever
played the game Monopoly, and ask for a few of them to relate
any experiences they have had with the game (these will probably
be volunteered).
2. The teacher will then ask if anyone knows what a real monopoly
is. If they do not, a correlation can be drawn from the game (to
buy up all of the competitors) to allow them to understand the
concept. The teacher can then ask if the students know of any
current day monopolies, which could range from the Microsoft Corporation
selling Windows software to the local DeMoulas being the only
place to buy a certain kind of yogurt.
Body:
3. The teacher will go into a brief overview of conditions in
New Hampshire during the late 1800s (found in Background) in any
method he/she chooses (lecture, class discussion) which will best
accommodate the class.
4. The students will form groups of four (five if necessary).
Each group will be given the appropriate game pieces, including
one playing board, four (or five) tokens, a full bank, property
cards, a rule book, and dice. (It may be necessary to ask students
the day before to bring in, from home, the money, dice, tokens,
and houses/hotels).
5. The students will be allowed to play the game for the remainder
of the class period. Extra time might be needed and found during
recess periods or after school. Time allowed for the game is at
the teacher's discretion, but it may be advisable to allow two
class periods. During the time the students are playing, the teacher
should walk around the class room, asking students what they are
learning and why they think certain events happen in the game.
Closure:
6. As the class period nears an end, the teacher will give the
assessment assignment to be completed out of class (homework)
and turned in at the beginning of the next class. Students will
be asked to pick up the game and return the game pieces to the
teacher.
Anticipated Length of Activity:
Initiation: 5 minutes
Overview of conditions: 15 minutes
Game 60 minutes*
Assignment: 5 minutes
Total: 85 minutes
*Game can go on for longer. At the teacher's discretion, the game
could start in one class period and carry over into another, if
students write down how much money, property they have at the
class period breaking point.
Student Grouping: For the game, the students will form
student-formed groups of four (up to five). The assignment will
be done individually.
Materials Needed for Teacher:
No special materials will be needed.
Materials Needed for student:
Game pieces for NH Monopoly
Paper
Pencil /pen
Calculator (for math; may be helpful)
Resources for Teacher:
1. Squaires, J. Duane (1956). The Granite State of the United
States: a history of New Hampshire from 1623 to present. New
York: American Historical Co.
2. Rosal, Lorenca Consuelo (1988). God save the people: A New
Hampshire history level II teacher's manual. Orford, NH: Equity
Publishing
Resources for Student:
1.Squires, J. Duane (1964). The story of New Hampshire.
Princeton, New Jersey: D. Van Nostrand Co.
2. Bailey, Lillian (1960). Up and down New Hamsphire. Orford,
NH, Equity Publishing.