K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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Related pages

  • Power sharing and the Lord Proprietors of North Carolina: This lesson examines the essential question: How did government instability under the Lord Proprietors effect the development of North Carolina? The lesson has been modified for novice low English language learners.
  • Stories from the Holocaust: This lesson is designed to supplement a study of World War II. Students will read first hand accounts of individuals who escaped Nazi persecution and eventually settled in Asheville, North Carolina. This lesson may be used as an 8th grade Social Studies or English project(It could also be used as an integrated project), 10th grade English, or 11th grade US History. This lesson uses the NCEcho portal to access the material.
  • The North Carolina mountains in the early 1900s through the writing and photography of Horace Kephart: Students will develop an understanding of daily life and culture in the mountains of North Carolina during the early 20th century through photographs and written sources; practice visual literacy skills and gain experience analyzing visual and written sources of historical information; and learn to revise their early analyses of historical sources and to synthesize the information found in different kinds of primary documents by planning a museum exhibit.

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The following resources and lesson plans have been provided by the University of North Carolina Libraries. To learn more about this topic, read the Race in Charlotte Schools story from UNC Libraries.

Lesson plans

School desegregation pioneers by Dayna Durbin Gleaves
Grades 8–10 Social Studies
In this lesson, students will learn about the challenges faced by the first students to desegregate Southern schools. Students will hear oral histories telling the story of desegregation pioneers from Alabama and North Carolina and critically analyze images of school desegregation. They will synthesize the information by writing a narrative from the point of view of a black student desegregating a white school.
A record of school desegregation: Conduct your own oral history project by Dayna Durbin Gleaves
Grade 8 Social Studies
In this unit, students will research the history of school desegregation and will use their knowledge to conduct oral history interviews with community members. Students will reflect on the experience through writing.
Desegregating public schools: Integrated vs. neighborhood schools by Dayna Durbin Gleaves
Grades 10-12 English Language Arts and Social Studies
In this lesson, students will learn about the history of the “separate but equal” U.S. school system and the 1971 Swann case which forced Charlotte-Mecklenburg Schools to integrate. Students will examine the pros and cons of integration achieved through busing, and will write an argumentative essay drawing on information from oral histories.
De facto vs. de jure segregation by Dayna Durbin Gleaves
Grades 10-12 Social Studies
This lesson will help students understand the difference between de facto and de jure segregation. Students will listen to three oral history excerpts and discuss the experiences of segregation described in each. As a follow-up activity, students will brainstorm solutions to both de facto and de jure segregation.