How have people and organizations interacted to produce, distribute, and consume wealth and take care of material needs in New Hampshire?
 


In addition to the outcomes listed in 10A, 4-6 students should be able to: identify and describe the economy of New Hampshire and how the economy creates ties among people, now and in the past.

1. Choose an item produced in New Hampshire. Write to the company and ask them to describe the means of communication and transportation necessary to deliver it to users in New Hampshire; to users outside of New Hampshire. Report findings to the class.

2. Identify major businesses in New Hampshire, what they do, and how many people they employ: compare these with businesses in another era in New Hampshire history.

3. Using U.S. Census information determine the major occupations of women in New Hampshire today. Compare these with the major occupations of men in New Hampshire. 
Discuss:
How many people in New Hampshire work in agriculture and what kind of products are produced. Compare this with agriculture in another era in New Hampshire history.
How many people in New Hampshire work in manufacturing and what kind of products are produced. Compare this with manufacturing in another era in New Hampshire history.
How many people in New Hampshire work in service industries and what kinds of services are provided; compare this with service industries in another era in New Hampshire.

4. Identify goods and services produced in New Hampshire that have been exported to other nations in specific historical eras, including the present.  Find examples of these at home and school. Make a chart arranging these by era.

5. Identify and compare goods and services that New Hampshire has imported from other nations in specific historical eras, including the present. Find examples of these at home and school. Make a chart arranging these by era.

6. Discuss how the exchange of goods and services around the world has created economic interdependence between New Hampshire and people in different places.

7. Identify and describe, using examples from their own households and/or New Hampshire history, the variety of activities, including producing, consuming, saving, and investing, that individuals and households undertake in order to satisfy their economic needs and wants. Small groups make charts of these from different eras.

8. Visit a bank and learn how it works. Ask a banker to visit the class and explain simply how banks and stock markets affect the New Hampshire economy. With help from the teacher and speaker, students discuss how this affects the students, their households, and the school.

9.Choose a New Hampshire product and draw a diagram or graph to show how supply, demand, and competition affect prices of this product. Talk to a representative of the company or talk to people who sell and people who use this product to see if the diagram is right.
 

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