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Unit 7 Plan: Building a State

Unit Summary

If the 18th century in New Hampshire had been about the creation of sustainable local communities, the first half of the 19th century was about unifying those towns and communities into one state. The concept of “New Hampshire” as a unique locality with its own characteristics and identity didn’t really begin to emerge until after the American Revolution. Economic changes, particularly the beginnings of industrialization, emphasized people’s connections to the larger world, as they increasingly purchased the food and items they needed, rather than producing it themselves. As consumers, people were dependent on a supply chain that brought goods from great distances to their local markets. It was a marked shift from the self-sufficient farms and insular towns that had characterized life in the 18th century, and a change that moved New Hampshire, and the rest of the country, increasingly toward what we would recognize as the modern world.

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The Big Picture

New Hampshire in the late 18th and early 19th centuries was just developing a sense of unity—the idea that all the towns spread throughout the state were linked with one another in a larger entity, the state of New Hampshire. Increasingly, the people of New Hampshire looked beyond the borders of their own towns. And as the towns were unifying into one state during this time, so too were the 13 states joining together to create the United States. As you read this unit, keep in mind the following points:

  • The development of transportation networks transcended local communities and made travel more feasible. Through roads, canals, and eventually railroads, people and goods moved throughout New Hampshire (and beyond). Such connections fostered more communication over greater distances and a greater awareness of state, regional, and national affairs.
  • Industrialization increased this sense of connectedness with the larger world. Factories created products from raw materials shipped into New Hampshire from elsewhere and then sold their products to markets located throughout the Northeast and beyond. People’s jobs and economic welfare thus grew dependent on wider forces that existed outside of their local communities.
  • Self-sufficient farmers of the 18th century also began to cultivate products to sell, making them reliant on economic markets beyond town borders. The New England family became consumers of goods, buying most of their food and other items at stores rather than producing these goods themselves. With the shift to a market economy, the barter system gave way to a currency-based economy, that, again, was influenced by larger, inter-related economic forces outside the local community.
  • New areas of the state were settled, particularly the Lakes Region, the White Mountains, and the North Country. This expansion prompted New Hampshire to resolve the last of its boundary issues during the early 19th century. The state annexed the Indian Stream Republic (present-day Pittsburg) and defined its border with Canada via the 1842 Webster–Ashburton Treaty. The settling of these geographical issues resulted in the borders New Hampshire has today.
  • A state culture subtly began to emerge that would come to characterize New Hampshire for decades to come, bolstered by the formation of statewide organizations, such as the New Hampshire Historical Society. New Hampshire’s capital was set in Concord and a large state house built, the so-called “people’s state house,” which served as the focal point for statewide ceremonies and special occasions. New Hampshire also got the nickname the “Granite State” in these years and cultivated a reputation for toughness and determination.

Focus Questions for This Unit

Lessons in this unit are geared towards students answering the unit focus questions comprehensively through a variety of methods. This unit’s focus questions are:
  • 1
    How did the movement of goods and people change during this time?
  • 2
    How did New Hampshire develop a state identity or culture in the years after the American Revolution?

Essential Questions for This Unit

Essential questions are designed to be answered repeatedly throughout the entire curriculum. This unit particularly addresses one of the curriculum’s essential questions:
  • 1
    How has New Hampshire come to be the way it is?
In Unit 7: Building a State, the two lessons look at the evolution of transportation and of the seat of government that helped build the state we know today.

Lesson Plan 1: New Hampshire on the Move

Students evaluate changing modes of transportation for people and goods before making a claim and then design a more effective travel plan to get the ox-cart man to market.

Lesson Plan 2: New Hampshire's State House

After considering the purpose of a state house, students create a museum exhibit on aspects of the state house using primary sources.

Please note that a printable vocabulary list with definitions is accessible to students in the Learn It! section of this unit.

Vocabulary for this Unit
 

agriculture (noun) The practice of growing specific crops during specific seasons for food
barter (verb) Exchanging goods and services you have for the goods and services you need
barter system (noun) An economic exchange of goods. Goods are traded rather than sold
boardinghouse (noun) A house that provides food and rooms for paying guests
border (noun) A real or imaginary line that divides two places. Usually a human feature; also called a boundary.
canal (noun) A manmade waterway
capital (noun) 1. The money and goods that a person owns
2. One of the four factors of production; the human-made items used to make a product, like factories and machines
3. The seat of government, usually for a state a or country
capitol (noun) The building where a legislature meets
citizen legislator (noun) A group of people chosen or elected to make the laws for a colony or state; citizen legislators  are not full-time politicians and usually have other jobs
county A section of a state or colony with defined boundaries and its own governmental services. New Hampshire now has ten counties.
culture (noun) The beliefs, values, and practices learned and shared by a group of people from generation to generation
democracy (noun) A government ruled by majority vote of the people
executive branch (noun) The section of government that puts plans and laws into effect
executive council (noun) An elected group of people who advise the leader of a place
factory (noun) A building designed to house machines and other technology
flax (noun) A plant whose fibers are used to make a cloth called linen
fleece (noun) The coat of wool covering an animal, such as a sheep
General Court (noun) The official name for the New Hampshire state legislature
government (noun) A group of people that have the power to make and carry out laws for a community
governor (noun) The leader of the executive branch of a state government
granite (noun) A hard rock naturally occurring in New Hampshire and used particularly for buildings and monuments
House of Representatives (noun) One of two legislative chambers; usually larger than the Senate
Industrial Revolution (noun) A period of major change in the economy focusing on the change from making things at home to making things in factories
industrialization (noun) The shift to making many products on a large scale, using machinery and factories
judicial branch (noun) The section of government that decides if laws are fair
justice (noun) 1. Behavior or treatment that is fair and right
2. A person who knows the law and decides for the community whether actions follow the law; justices are similar to judges but sit on state supreme courts or the U.S. Supreme Court
legend (noun) A traditional story, usually handed down from generation to generation
legislative branch (noun) The section of government that makes laws
legislature (noun) A group of people chosen or elected to make the laws for a colony or state
market revolution (noun) A shift in economic systems in the 19th century, when many goods were made in factories, rather than by hand, and people began to use currency to buy goods rather than trade goods in a barter system
motto (noun) A phrase that captures the beliefs or ideals of a group of people or an organization
navigable (adjective) Meaning that boats or ships are able to move on the water without obstruction
notch (noun) A rugged pass through mountains
pasture (noun) Land where livestock like cattle or sheep graze on grasses
representative (noun) The person selected by a group of people who will communicate their views and make laws for them
Senate (noun) One of two legislative chambers; usually smaller than the House of Representatives
stagecoach (noun) A horse-drawn passenger and coach that runs on a regular schedule between established stops; used for mail and travel
state house (noun) The building that is the center of state government; the state legislature usually meets there
symbol (noun) Something that stands for or represents an idea
textiles (noun) Types of cloth or fabric
transportation network (noun) A system where goods or people pass from one place to another; transportation can be provided by animals (like horses) or machines (like railroads or cars). Transportation networks usually include roads, bridges, rail lines, canals, and other manmade improvements to the land.
treaty (noun) A legal agreement between groups that ends a conflict
turnpike (noun) A road built for heavy travel on which travelers pay a toll
water power (noun) Using moving water to power machines
Book
Big House, Little House, Back House, Barn: The Connected Farm Buildings of New England
By Thomas C. Hubka
For Educators. Explores the four components of New England farmhouses and how they reflect rural culture in the 19th century
Journal
The Granite State House
By James L. Garvin and Donna-Belle Garvin
For Educators. A special issue of Historical New Hampshire, this illustrated history of the New Hampshire State House covers the building’s construction and two major additions, as well as its furnishings
Article
“John Stark, Originator of New Hampshire’s State Motto, ‘Live Free or Die’”
By Fred M. Caswell
For Educators. Published in Historical New Hampshire in 1945, just weeks after the legislature officially adopted Stark’s words, this article provides some background about John Stark and his role in penning what is perhaps the most well-known state motto in the United States
Book
A Long, Deep Furrow: Three Centuries of Farming in New England
By Howard S. Russell
For Educators. A comprehensive, almost encyclopedic source on farm life in this region of the country
Article
“The Making of the Carrigain Map of New Hampshire, 1803–1816”
By Frank C. Mevers and Mica B. Stark
For Educators. Published in Historical New Hampshire in 1997, this article traces Philip Carrigain’s long efforts to produce New Hampshire’s first official state map
Book
A New Order of Things: How the Textile Industry Transformed New England
By Paul E. Rivard
For Educators. An overview of the textile industry and the many changes it brought to all aspects of New England
Book
On the Road North of Boston: New Hampshire Taverns and Turnpikes, 1700–1900
By Donna-Belle Garvin and James L. Garvin
For Educators. This richly illustrated and entertaining book reconstructs the physical landscape, the taverns themselves, the network of roads, travel conditions, traffic, and commerce
Book
Ox-cart Man
By Donald Hall and Barbara Cooney
For Students. Classic children’s book of a New England farmer taking his goods to market
Journal
The People's State House
By Elizabeth Dubrulle and Wesley G. Balla
For Educators. A special issue of Historical New Hampshire published on the anniversary of the New Hampshire State House, this well-illustrated journal covers how the people of New Hampshire have used the state house, the portraits displayed throughout the building on its walls, and the five statues that stand on its grounds