Unit 4: Emergence of the Granite State
1815 to 1900
The New Hampshire State House in Concord is a school of the state’s 19th-century history. Completed in 1819, the granite capitol became the center of a government that oversaw industrial growth and the rise of new cities. With the exception of two, the statues surrounding its grounds reflect this era: Daniel Webster, a champion of national unity; Franklin Pierce, whose presidency coincided with (and perhaps fed) rising sectional tensions; abolitionist Senator John P. Hale of Dover, a town whose industrial might made it the state’s first city; and Commodore George H. Perkins, a Civil War naval officer. At the outbreak of the war, volunteers gathered at the State House, and their battle flags remain preserved inside.
The state’s nickname “The Granite State” was first used on the State House grounds during the Marquis de Lafayette’s 1825 visit to Concord and quickly spread through regional newspapers. Often linked to the Old Man of the Mountain, discovered two decades earlier in Franconia Notch, the phrase captured both the state’s landscape and identity. As Daniel Webster famously suggested, the formation stood as a “sign” that in New Hampshire, “there [God] makes men.” Nathaniel Hawthorne added “Creation was not finished till the poet came to interpret, and so complete it,” in his 1850 work The Great Stone Face. These reflections encapsulate the emergence of New Hampshire as The Granite State throughout the 19th Century.
The period between the War of 1812 and the Civil War saw incredible changes for the country, particularly in the industrial North, and New Hampshire was not an exception. Textile mills sprang up across the Southern tier of the state, pulling young women and girls from throughout the region and beyond to places like Manchester and Dover to work the power looms. Infrastructure improvements within the state reflected those across the country as new roads, canals, and eventually railroads connected growing communities and supported the ongoing Industrial and Market Revolutions. Social issues such as temperance, women’s rights and abolition manifested themselves in New Hampshire culture as well as politics. These two features contributed heavily to the state’s role in the 1861-1865 conflict as New Hampshire sent rugged farmers and sturdy sailors to fight, supported by a principled and intellectual home of manufacturing, agriculture, and morality.
The years following the Civil War witnessed the a decline in population but an increase in cultural output as well as leisure and recreation. Still the Granite State with the Old Man of the Mountain as its emblem, New Hampshire’s identity was transitioning away from being completely a manufacturing zone to an offeror of nature and its inspirational beauty. The White Mountains were painted extensively to attract visitors to come see their grandeur for themselves, and Civil War veterans were integral in engineering and building a railway to the top of the White’s highest peak, Mount Washington. By the end of the century, palatial hotels catering to the wealthy could be found from the mountains to the sea, while amusement parks and boardwalks were built to provide working people respite on the newly-created “weekend.”
The granite State House stood, as it still does, as the seat of government throughout this era of incredible change, both managing and reflecting the ebb and flow of the 19th Century. The people of the era, their values and achievements, are written on its walls and placed ornamentally across its campus. And while the lasting impressions of the period can be seen in the gigantic mills and grand hotels throughout the state, it is the capitol that serves as a central classroom devoted to it.
Inquiry 4.1: Why did (theme) changes in New Hampshire take place, leading up to the Civil War?
Inquiry 4.2: How did (theme) transform NH after the Civil War?
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 / 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 (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.