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/Home/Professional Development/Teaching Resources/Lesson Plans/Social Studies/History/U.S. State History/New Hampshire nhfr Votes:0 By Judith Moyer with Linda Betts Burdick, Kathy Lyn Begor, William Kellogg, Chris Lewis, Barbara Pitsch Sponsored by the New Hampshire Historical Society , a private organization dedicated to the preservation and dissemination of New Hampshire history. This Web Site was created and is hosted and maintained by New Hampshire Public Television Knowledge Network . This project was made possible by the generous support of Public Service of New Hampshire . © New Hampshire Historical Society 1997 Contents may be reproduced for educational purposes only. Read More Go to Site nhfr Votes:0 Adapted by Linda Burdick from a unit by Barbara Brown, East Rochester School. This unit traces one focus question through eras to show change over time, concentrating on nh landscape formation, natural boundaries, human boundaries, and boundary disputes. Questions to Explore Sources Background Assessment Student Worksheet Fact Sheet FOCUS QUESTION 1 : What are the boundaries ofNdw Hampshire and how did they get there? ERAS: I (Beginnings to 1623), 2 (1623-1763), 3 (1754-1820), 4 (1801-1861), 5 (1850-1877), 6 (1870-1900), 7 (1890-1930) INSTRUCTIONAL OUTCOMES : Students should be able to identify neighborhood, town, and state boundaries. Students should be able to distinguish between natural and man-made boundaries. Students should be able to identify major state geological features. Using m Read More Go to Site nhfr Votes:0 Adapted by Linda Burdick from a unit by Carol Sullivan, Perry Village School. This lesson uses a focus question to compare modern life with life in the past, particularly in the areas of manufacturing, communication, transportation and leisure. Questions to Explore Sources Assessment Student Worksheet FOCUS QUESTION V: How have technology and science affected life in NH? ERAS : 6 ( 1870-1900) and 10 ( 1968-present) INSTRUCTIONAL OUTCOMES : Students should be able to define technology, give personal experiences of how technology affects people and how people have used technology. Students should be able to compare the technology of today with technology in one era of the past. QUESTIONS TO EXPLORE (inquiry questions taken from NH History Curriculum): 1. What is technology? Methods: A. Have Read More Go to Site nhfr Votes:0 Adapted by William Kellogg from a unit prepared by Betty Ann Sutton, Henniker Elementary School, Henniker. This lesson focuses on the pine tree riot, a result of british actions that built resentment among the colonists and that led to the division into rebels and tories. The unit uses two focus questions in one era. Questions to Explore Sources Participants Assessment Background FOCUS QUESTION IV : How have government and politics affected New Hampshire groups and individuals? FOCUS QUESTION VI : How have groups and organizations contributed to New Hampshire life? ERA : 3. Revolution and the New Nation (1754-1820's) INSTRUCTIONAL OUTCOMES : Students should be able to understand how one group reacted to government directives and how the government dealt with them. Students should be able t Read More Go to Site Saint-Gaudens National Historic Site: Home of a Gilded Age Icon Votes:0 Saint-Gaudens National Historic Site: Home of a Gilded Age Icon (Saint-Gaudens National Historic Site) A ugustus Saint-Gaudens had been told that this region of western New Hampshire along the banks of the Connecticut River was the "land of Lincoln­shaped men." That description drew him to Cornish, New Hampshire, in 1885 to find a place where he could model his latest commission, a statue of Abraham Lincoln. Seeking only a temporary residence and studio, Saint-Gaudens and his wife, Augusta, were directed to an old rundown tavern. Saint-Gaudens was initially appalled by the place, but his wife saw possibilities. Before long the family established a summer home and studio there. Here in the shadow of nearby Mt. Ascutney, Saint-Gaudens conceived a host of projects. Here he became th Read More Go to Site

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