Unit 3: Revolutionary New Hampshire

1763 to 1815

Opposition to the Crown fermented in New Hampshire for similar reasons and to a similar degree as the other British 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)?

Class 1: Introduction to Unit 3

1) Go over Unit 2 Test

2) Organize class into theme groups

3) Introduce unit guide and inquiry questions

4) Vocabulary sort activity to build Terms and People to Know database

5) Set up Homework 3.1 and discuss predictions

Class 2: Use Secondary Sources to learn Terms and People to Know and develop a response to the inquiry, What role did New Hampshire’s (theme) have in the Revolution?

A standard lesson plan for this class follows this sequence:

1) Evaluate a secondary source as a class

Suggestion: Locate or generate a map (see activity regarding this AI-generated map) of colonial industries/economics, and work with its information together to start class. (20 minutes)

2) Assign groups or individuals to evaluate one of three accounts of the 1774 Raid on Fort William and Mary, taking notes on the SSE forms. (25 minutes)

3) Students will compare and contrast each section of the SSE form for each source. (20 minutes)

4) To close class, the teacher will lead a discussion of this history and historiography activity.

Ask:

How does the location of the fort relate to the map we looked at at the start of class?

Which source was the most thorough in its explanation? Least? What is the reason for these differences? (20 minutes)

The secondary source column of the database/bibliography should be updated by the end of the class (5 minutes)

Class 3: Use Primary Sources to learn Terms and People to Know and develop a response to the inquiry, What were the effects of the Revolution on NH’s (theme)?

This primary source class is focused on making connections between official government documents and the artifacts of everyday life during the years 1776 to 1790:

1) The teacher will assign one of the following primary sources to each group:

a) The NH Constitution of 1776-1784

b) The Declaration of Independence

c) The Articles of Confederation

d) The NH Constitution of 1784 with Bill of Rights

e) The US Constitution with Bill of Rights

f) Census Act of 1790

2) Students will analyze their assigned document as a primary source, with the purpose of seeing how each demonstrates NH’s contributions to the Revolution.

(20 minutes)

3) Next, students will turn to online primary source collections to locate an artifact that connects in some way to their government document.

NH Historical Society Collections Catalogue

New Hampshire State Archives

1779 Petition to the New Hampshire Government

This can be a letter, newspaper, advertisement, object, or another government document. They will analyze this as a primary source, this time for the purposes of learning about their specific theme.

(30 minutes)

4) Lastly, as usual, each group will report out its findings: What the government document tells of NH’s contribution to the Revolution, a description of the artifact they connected to it, and how that speaks to their theme during the time period. All of these should be added to the primary source column of the database. (30 minutes)

Class 4: Demonstrate competency with homework and a quiz; Begin addressing second inquiry, What were the effects of the Revolution on NH’s (theme)?

The suggested procedure for this class:

1) Students take their choice of quiz on reverse side of HW 1.1, and turn paper into teacher for grading (20 minutes)

2) Prepare HW 3.2 and set aside (5 minutes)

3) Listen to audio segments; take notes on a SSE form

“NHPR's Rewind: What Happened in NH After The Revolution”

“When George Washington Came To New Hampshire”

“The President's Slave Who Found Freedom on New Hampshire's Seacoast”

“Marking History: First New Hampshire Turnpike In Northwood”

(30-40 minutes)

4) Students report out to groups (5 minutes), groups report out to the rest of the class (5-10 minutes)

The secondary source column of the database/bibliography should be updated with the video/audio citation by the end of the class (5 minutes)

Class 5: Use Secondary Sources to learn Terms and People to Know and develop a response to the inquiry, What were the effects of the Revolution on NH’s (theme)?

1) Turn back and go over quizzes from last class (20 minutes)

2) Continue studying topics introduced last class with the following secondary sources:

The US Constitution: National Constitution Center “The Signers

Washington’s Visit to Portsmouth: SeacoastNH/ J. Dennis Robinson, “George Washington Slept Here”

Ona Judge: White House Historical Association “The Remarkable Story of Ona Judge”

New Hampshire Turnpikes: White Mountain History.org  “The Tenth NH Turnpike”

The use of four resources sets up an opportunity for a jigsaw activity.

a) Starting in their theme group set up, count off class members by fours and rearrange their seating situation (this will likely mean that their usual group is broken up. This is not only fine, its preferable).

b) Assign each of the four groups one of the selections above to read/interact with, and evaluate on their SSE forms. As is the norm, they should be looking for content related to their theme area. (15 minutes)

c) Students will return to their usual groups. They will explain what they learned about their topic and how it relates to their theme and the inquiry. (15 minutes)

d) Following the same model for the course, the teacher will have each group report their findings for each secondary source. (Remaining minutes of class)

These secondary sources should be added to the database for later access.

Class 6: Use Primary Sources to learn Terms and People to Know and develop a response to the inquiry, What were the effects of the Revolution on NH’s (theme)?

1) As a class, evaluate and analyze the Philip Carrigain 1816 Map of New Hampshire (from the David Rumsey collection) using the PSA form. Carrigain’s name will be prominent in Unit 4, as he coined the term “Granite State”.

and/or

Analyze collectively, and map individually, the 25 NH Turnpikes that were chartered and built in the period 1796 to 1815. Discuss the cause and effect of these roads, including their lasting impressions on the state and region.

(20-25 minutes or 40 minutes)

2) In groups, read about the context of the Jeffersonian Embargo Act of 1807 and complete a PSA for the Act (lawmaking is a reflection of time, people and place, like any other primary source). (25 minutes)

3) As a class, discuss the following questions:

a) Which region(s) of New Hampshire were most impacted by Embargo Act? Which ones, if any, were immune?

b) How did these qualities translate into the way people in New Hampshire felt about and reacted to the War of 1812?

c) Many historians place the successful end of the Revolution as 1801, when Thomas Jefferson took office as President. How are all of the topics we discovered today, therefore, effects of the Revolution?

(remainder of the class)

Recommended primary sources repositories to carry out the alternative activities below:

NH Historical Society Collections Catalogue

Historic Houses section of Strawbery Banke Museum’s Website

Class 7: Summative Assessment Day I: Graded Discussion and Project Design

1) Facilitate a graded discussion using student-made questions (30-40 minutes)

2) Assign group/class project. Give the students the remainder of the class period to work on it.

3) Students will turn in HW 3.2 at the end of class or have it checked while working on the project.

Class 8: Summative Assessment Day II: Project Presentation and Unit Test

1) Allow class members to put finishing touches on project(s)(15 minutes).

2) Share results (10 minutes)

3) Administer Unit Test (remainder of class)

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 / Video Collections NH PBS’s Granite State History Minute

    In conjunction with the New Hampshire Historical Society and other interested institutions, NH PBS has produced a series of minute-long videos explaining topics in the state’s past. There are several about the topics from this unit to be found, and they work great for class starters or independent/small group secondary source research.

  • Primary Sources New Hampshire State Archives

    The Secretary of State’s office oversees the State Archives and has several set aside specifically as teacher resources. There are many more, of course, stored physically in Concord, but the curated pieces offer easy access for you and your students.

  • Primary Sources State and National Constitutions

    Legal documents, especially ones of this variety, are excellent primary sources as they speak so much to us about the time period that created them as well as each era that amended the documents. These four offer much for the purposes of compare/contrast as they were made and revised for similar reasons and often by the same people.

    NH Constitution (1776-1784)

    Articles of Confederation

    NH Constitution (1784-Present)

    US Constitution ‍ ‍

  • Website National Constitution Center “The Signers

    This easy-to-navigate page gives brief biographies of each of the signers of both the Declaration of Independence and the US Constitution complete with text and short videos.

  • Short Audio Segments NHPR

    Each of the following pieces are under ten minutes long and cover topics pertinent to the post-war period:

    “NHPR's Rewind: What Happened in NH After The Revolution”

    “When George Washington Came To New Hampshire”

    “The President's Slave Who Found Freedom on New Hampshire's Seacoast”

    “Marking History: First New Hampshire Turnpike In Northwood”

  • Video From WMUR: Fritz Wetherbee on Jeremy Belknap

    This very short video provides a nice prompt to look at a county map of New Hampshire and dive into the names, places, and important dates of each. The first five counties were established before independence and bear names of English origin. Subsequent counties were added over time and have names specific to New Hampshire, including the sixth county, Coös, which has a Native American name. A conversation about etymology often yields very informational results.

  • 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. The majority of the houses in the neighborhood were built in the time period you are studying now, with the Pitt Tavern and John Shapley’s House and store being interpreted to it.