Unit 3: Revolutionary New Hampshire
1763 to 1815
Opposition to the British Crown fermented in New Hampshire for similar reasons and to a similar degree as the other colonies. However, compared with much of British North America, New Hampshire had a promising future on the horizon by the end of the Seven Years War. Its longtime royal governor, Benning Wentworth, oversaw significant geographic growth for the province, which translated to a prosperous economy built mostly on timber and the shipbuilding industry the felled trees fed. The King’s Proclamation of 1763, forbidding colonists from going west of the Appalachians, didn’t affect New Hampshire much, allowing for more concentration on internal settlement and improvements rather than concern over border rivalries and security. Benning Wentworth’s nephew, John Wentworth, inherited the position, and continued holding much favor among the population as he went about governing similarly as his uncle had. The new Governor Wentworth chartered a college along the Connecticut River that would be named Dartmouth, saw to the building and improvement of roads, and even established the nation’s very first resort town, Wolfeboro. Nevertheless, resentment against all things British began to build in New Hampshire beginning in the mid 1760s..
If the Mast Tree Riot of 1734 is evidence of anything, it is that anti-British sentiments existed in the colonies before the 1763. Up until the 1760s, though, resistance in the region and around the North American colonies usually fizzled out or were put down before they could grow into movements. This is was largely because they were one-dimensional uprisings, and any anger or frustration shared by one demographic was not necessarily felt by others. However, the post-Seven Years War era saw the confluence of different groups and their interests that had yet to take place. The emerging merchant class, which centered itself mostly around the Seacoast, held animosity towards the Mother Country as newly-introduced taxes were intruding on their profits. Working class people in cities and farmers in the countryside were feeling the strain of taxes as well, and the two forces began working together to undermine British authority. Though New Hampshire was one of the four colonies who did not participate in the Stamp Act Congress, a society of patriots began to make themselves known. Proximity to Boston and the communication channels with its patriot class surely influenced New Hampshire revolutionaries such as John Langdon, John Sullivan, William Whipple, Nathaniel Folsom, and Josiah Bartlett.
Langdon and Sullivan led the most notable revolutionary action to take place in New Hampshire; the December 1774 raid on Fort William and Mary. Overwhelming a garrison of a dozen troops, patriots made off with munitions and powder which would later aid rebel fighters at the Battle of Bunker Hill. And while there was much tension among the populace (which compelled Governor Wentworth to flee), producing occasional brawls and vandalism, New Hampshire’s role in the Revolutionary War was more about contributing men and material than as a battleground. Langdon’s Shipyard produced early ships for the Continental Navy and Portsmouth gave soon-to-be-famous John Paul Jones a home while he waited his vessel’s construction. Former Rangers turned into Minutemen, training and leading NH volunteers in battles throughout the colonies. The most famous example of this description, General John Stark, became the “Hero of Bennington” for his exemplary leadership in the 1777 battle along the New York border with Vermont. Stark was too old and frail to travel to the 1809 commemoration of the Battle of Bennington, but sent along a toast to his men, which concluded “Live free or die: Death is not the worst of evils.”
The Revolution had arguably concluded and proved itself successful by the time of Stark’s now-famous words. New Hampshire paralleled the national government by creating and recreating its Constitution after the War. The new Federal Government proved to be very popular in the state, especially near the coast as the strong central government made a point to support the global trade that made Portsmouth and Dover prosperous. Efforts to extend its society, economy and culture further inland brought a series of turnpikes into existence, as did other infrastructure ideas such as canals and bridges. As the recipe for another conflict with Great Britain came together, New Hampshire’s response resembled what it had during the Revolutionary War. That being said, the passion for the War of 1812 did not match the patriotic spirit of ‘76, with many in New Hampshire sharing anti-war sentiments with the rest of New England.
Inquiry 3.1: What role did New Hampshire’s (theme) have in the Revolution?
Inquiry 3.2: What were the effects of the Revolution on NH’s (theme)?
State Learning Standards:
SS:HI:1 Political Foundations and Development Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
SS:HI:2 Contacts, Exchanges & International Relations Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.
SS:HI:3 World Views and Value systems and their Intellectual and Artistic Expressions Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
SS:HI:4: Economic Systems & Technology Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.
SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time
Instructional Resources and Assessments
The following links connect to secondary sources and primary source repositories created and maintained by other educators, historians, and institutions. I do not claim ownership of these materials. Instead, I share them as recommendations based on what has proven meaningful and effective in my own classroom experience. Teachers are invited to explore and adapt these resources to best meet their students’ needs, and encouraged to align with district expectations and protocols for using outside resources.
Website Timeline of New Hampshire History, NH Historical Society
Exploring this timeline is a great activity for classes 1, 2, and 5. Each entry has an easy-to-navigate list of facts regarding the entry, and many lead to primary sources.Website NH Historical Society Collections Catalogue
Staying with the NHHS site, this part of it can find usage on primary source investigation days. The advanced search feature helps keep results in the time frame you wish to stay in, and you can adjust the settings of what kinds of catalogue entries you want to see.
Website New Hampshire’s Historical Highway Markers
Similar to the Timeline found on the NHHS page, this easy-to-use site can help start the unit. Students can explore the signs by list or by map, recognizing different terms and names as well as recognizing where things took place and when.
Website The Portsmouth Treaty of 1713
Though the easier-to-read transcript of the 1713 treaty has left the site, the page still has lots to offer by way of contextualization and explanation of the proceedings and the document itself.
Primary Sources Nearly every town, and certainly every city in the state has a web presence, and on these sites a brief history can normally be found. The explanations of who, when, where, and what can be used to complete a Primary Source Analysis for that town or city. Most towns in New Hampshire were founded in the 18th Century, with many of them established during Benning Wentworth’s time as Royal Governor.
Short Audio NHPR “1763: A Landmark Year In New Hampshire History” from March 2013
This short explanation of how Benning Wentworth aggressively settled and populated the western frontier of New Hampshire to Lake Champlain is great to use in the second half of the unit.
Essay “Benning Wentworth: Brief life of a colonial grandee: 1696-1770” by Castle Freeman Harvard Magazine Nov-Dec 2004
An excellent overview of Wentworth’s life with a focus on his extensive career as Royal Governor of New Hampshire, this essay works very well during the second secondary source day in the unit.
Primary Source Benning Wentworth 1760 painting by Joseph Blackburn
This painting communicates so much about Wentworth, colonial politics, economics, culture, and geography and students will be sure to discover even more when dissecting a
Educational Program Ray Mears: Extreme Survival Season 3 Episode 5: “Rogers Rangers” (2002, BBC)
Ray Mears is a British reality show host who demonstrates ways to overcome the world’s most treacherous conditions in the wild. His personal hero is New Hampshire’s own Major Robert Rogers and in this episode Mears follows the exact path of Rogers’s Rangers 1759 raid on St. Francis. This film can be found on a few different subscription and paid sites.
Feature Film: Northwest Passage (1940)
This movie starring Spencer Tracy as Robert Rogers is a historically-loose version of the St. Francis raid, and could be used in this unit purely as a way to illustrate the time period. The story starts in Portsmouth and shows the Boston to Portsmouth Stage and locations such as Stoodley’s Tavern. But the lack of accuracy makes this better suited as a primary source for unit 5, which is about the 20th century.
Website Historic Houses section of Strawbery Banke Museum’s Website
Each house at Strawbery Banke is correct to a different time period in the neighborhood’s past. Look at the Wigwam and Sherburne House as primary sources for this unit.