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- How did longleaf pine forests become dependent on fire?
- In Forests and fires: The longleaf pine savanna, page 2
- “Fire-dependent forest” seems like an oxymoron — a combination of apparently contradictory terms put together to produce what seems to be a paradox. For southeastern pine savannas, though, the term fire-dependent defines the dominant...
- By Dirk Frankenberg.
- Teaching about Thanksgiving
- Resources and activities to help you bring historical accuracy, cultural sensitivity, and a broader context to discussions about the quintessentially American holiday.
- Format: article
- By Kathryn Walbert.
- High school history and English: Natural partners
- In Where English and history meet: A collaboration guide, page 1
- Strategically plan a collaborative unit and overcome those everyday obstacles that prevent success. While this article focuses specifically on English-history collaboration, there is much to kindle the interest of any high school teachers.
- By Karen Cobb Carroll, Ph.D., and NBCT.
- The 2004 presidential election in historical context
- Historian William E. Leuchtenburg talks about past presidential elections and how the 2004 election fits or defies precedents.
- By Kathryn Walbert.
- Live-at-Home in North Carolina
- In this lesson students will examine pictures and documents relating to the Live at Home program started in North Carolina by Governor O. Max Gardner to help North Carolina farmers refocus on food crops rather than cash crops during the Depression. These photographs, from the Green 'N' Growing collection at the North Carolina State University, will help students draw conclusions about the culture of North Carolina in the early 1930s and understand how they overcame the hardships of the Depression.
- Format: article (grade 8 Social Studies)
- By Loretta Wilson.
- Alternatives to the famous person report
- In Rethinking Reports, page 3.1
- This "rethinking reports" series of articles provides alternative research assignments that challenge students to think critically about historical actors.
- By David Walbert and Melissa Thibault.
- Bring history to life with a Living History Day!
- In Rethinking Reports, page 3.4
- A Living History Day turns students into teachers and challenges them to think historically.
- By Melissa Thibault.
- Reading biographies and autobiographies
- In Rethinking Reports, page 3.3
- How good is that biography your students are reading? Here's how to make sure they get the most out of their reading and research.
- Format: article
- By Melissa Thibault.
- The not-so-famous person report
- In Rethinking Reports, page 3.2
- Instead of teaching the history of the famous, use research in primary sources to teach students that the past and present were made by people like them.
- Format: article
- By David Walbert.
- Presidents pathfinder
- In Rethinking Reports, page 1.5
- Presidents and the Presidency The American Presidency Grolier's family of encyclopedias provides three levels of biographical material on presidents...
- By Melissa Thibault.
- Reading primary sources: An introduction for students
- A step-by-step guide for students examining primary sources, with specific questions divided into five layers of questioning.
- Format: article/learner's guide
- By Kathryn Walbert.
- Incorporating oral history into the K–12 curriculum
- In Oral history in the classroom, page 3
- Oral history techniques for use with students at all levels, from kindergarten through high school.
- By Kathryn Walbert.
- Beyond Black History Month
- Go beyond approaches that marginalize African American history by "shifting the lens" to look at events from new perspectives.
- By Kathryn Walbert.
- Reaching Latinos through social studies
- In Bridging Spanish language barriers in Southern schools, page 4.1
- Teachers can help immigrant students feel more comfortable in the classroom by basing social studies lessons on students' own knowledge and backgrounds.
- By Paul Fitchett.
- Measuring pots
- In Intrigue of the Past, page 2.7
- Students will use an activity sheet or modern pottery rim sherds to compute circumference from a section of a circle and construct analogies based on their own experience about possible functions of ancient or historic ceramics.
- Format: lesson plan (grade 8 Mathematics and Social Studies)
- Shadows of North Carolina's past
- In Intrigue of the Past, page 4.2
- Students will infer past Native American lifeways based on observation, construct a timeline of four major culture periods in Native American history, and compare these lifeways and discuss how they are different and alike.
- Format: lesson plan (grade 8 Social Studies)
- Name that point!
- In Intrigue of the Past, page 4.4
- In their study of projectile points (i.e., spear points or “arrowheads”) dating to the Archaic period in North Carolina, students use activity sheets to compare projectile point attributes and to identify and classify points based on clearly defined variables. They will also match projectile points to a chronology and determine when the points were made and why the information is important to archaeologists.
- Format: lesson plan (grade 4 Social Studies)
- Language families
- In Intrigue of the Past, page 4.7
- Students will identify and locate the three language families of contact period North Carolina and calculate the physical area covered by each language family.
- Format: lesson plan (grade 4 and 8 Mathematics and Social Studies)
- Today in History
- In American Memory: North Carolina educator's guide, page 1
- In this first installment to the American Memory: North Carolina educator's guide discover the in and outs of making calendar connections to primary source materials using the Today in History feature.
- By Melissa Thibault.
- The Learning Page: Community Center
- In American Memory: North Carolina educator's guide, page 8
- This installment of the American Memory Guide explores the Learning Page's Community Center, highlighting features of particular interest to teachers.
- Format: article
- By Melissa Thibault.
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