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Unit 8 Plan: Changing Times on the Farm

Unit Summary

Although New Hampshire is well known for a handful of industries such as fish, lumber, and manufacturing, by far the most common economic pursuit for the people who have lived here has been farming. New England farming is distinct from farming in other parts of the country, though, where agricultural pursuits centered around growing cash crops in large amounts to be shipped to markets elsewhere. Instead, New England farmers created self-sufficient farmsteads that produced a wide variety of goods from the natural resources around them, with relatively little left over for sale in the marketplace. In the mid-19th century, the rise of industrialization and the growth of cities changed these agricultural patterns, as New England farmers began producing and selling perishable goods to populations living in the developing urban communities and factory towns of the Northeast. Instead of producing goods to support just themselves, New England farmers began to produce goods for the marketplace. New Hampshire farming practices mirrored these larger regional trends, although many of the products cultivated on New Hampshire farms were unique to the state.

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The Big Picture

This unit covers a long span of time, roughly the early 1600s to the early 1900s. Although farming was the chief occupation of most of the people who lived in New Hampshire during that period, it is seldom discussed as a topic in its own right. Yet agriculture practices had a profound impact on the culture and society of New Hampshire during this period and reflect changes that were occurring elsewhere in the country.


  • New Hampshire’s climate and topography presents challenges for farmers, including rocky soil, thick forests, and a short growing season. Nevertheless, New Hampshire farmers overcame these adversities and carved working farmsteads from the wilderness.
  • Farm families thrived by engaging in a number of different agricultural pursuits. Growing crops like corn or wheat was one of those pursuits, but not the primary one. They also maintained orchards, harvested timber, grew a variety of vegetables, cultivated bees and maple syrup, and kept herds of livestock. By diversifying their agricultural pursuits, farmers established self-sufficient farms that were largely independent of outside economic forces.
  • Industrialization, especially the rise of textile mills, changed the nature of farming in the state and in the region. New Hampshire underwent a sheep boom as farmers converted their fields to pasturage for sheep, which produced wool that supported the state’s burgeoning textile mills. Farm families also supplied a ready source of labor for New Hampshire’s early manufacturing operations.
  • Faced with competition from midwestern and western farmers in the second half of the 19th century, NH farmers shifted their efforts to supplying major metropolitan areas like Boston and New York with dairy products, poultry, fruits, and vegetables.
  • In the final decades of the 19th century, thousands of people left their farms in New Hampshire and headed either to jobs in the cities or to the western United States where they could farm more profitably. New Hampshire’s population went from being predominantly rural to overwhelmingly urban in the space of a few short decades.

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 has farming changed in New Hampshire from the colonial period to industrialization?
  • 2
    How did the changes in farming from the 1600s to the 1900s reflect economic changes?

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 the unit “Changing Times on the Farm” students explore New Hampshire’s long history with farming. The first lesson examines the changes from Abenaki farming techniques and European self-sufficient farming through specialized farming and the second focuses on the accompanying economic evolution.

Lesson Plan 1: Evolution of Farming

Students define different kinds of farming, create a timeline of farming in New Hampshire, and explore a modern-day farm in the state.

Lesson Plan 2: Evolution of the Economy

Students rank objects in terms of their value and examine a graphic of an expanding economy before playing “Go Barter!” and studying the great sheep boom.

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
blacksmith (noun) A person who makes items from iron and other heavy metals
colonial (adjective) Describing the time when the American colonies were governed by England
communal farming (noun) The practice of everyone in a community coming together to farm land as a group instead of owning individual farms
 
connected house (noun) Buildings linked together to make one large home, typically found on a New England farm. Usually the buildings connected are referred to as big house, little house, back house, barn.
cooper (noun) A person who makes barrels
cordwainer (noun) A person who makes shoes
crop (noun) A product grown on a farm; often a grain product, like wheat, corn, or rye
currency (noun) Money in any form
dairy products (noun) Goods made from cow, goat, or sheep milk, like butter or cheese; also eggs from chickens, ducks, or geese
economy (noun) Relating to the system by which goods and services are made, bought, and sold
family farming (noun) The practice of families owning their own farms with the members of the family working together to produce goods
farm-to-table (noun) A type of restaurant that serves food that it purchased directly from farms rather than stores
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
harvest (noun) Fruits or vegetables produced on a farm, like apples or corn, and the act of gathering them
linen (noun) A type of cloth that comes from flax
market (noun) A place where goods are bought or sold
mason (noun) 1 A person who builds things with stone
2 the mascot of Moose on the Loose
mechanized (adjective) When something is operated by machines
merchant (noun) Someone who buys and sells items to make money
Merino sheep (noun) A kind of sheep originally from Portugal that has extremely soft wool
orchard (noun) A group of trees planted to produce goods, like apples, peaches, or nuts
product (noun) An object made by labor, either by hand or by machine
self-sufficient (adjective) When a person, group, or thing needs no outside help in supplying what it needs to survive
self-sufficient farming (noun) The practice of a farm producing enough goods to support all the people who live on the farm, without having to buy food or goods from stores
 
services (noun) In the economy, actions that are bought and sold, such as a haircut or cleaning a house
silversmith (noun) A person who makes things out of silver, which is a kind of metal
specialized (adjective) When someone or something concentrates on a small part of a subject or area
supply and demand (noun) The economic cycle where the price of goods and services is directly affected by how much people want them and how much of them there are
tailor (noun) A person who makes items with cloth, like clothes
textiles (noun) Types of cloth or fabric
tinsmith (noun) A person who makes things out of tin
wool (noun) Soft curly hair cut from a sheep or other animals that has been spun to make yarn or thread
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
Book
Colonial New Hampshire: A History
By Jere R. Daniell
For Educators. The definitive history of New Hampshire from the arrival of Europeans to the beginning of the American Revolution
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
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
Book
Tuttle’s Red Barn
By Richard Mickelson
For Students. A story that follows the Tuttle family on their New Hampshire farm through American history