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CEU courses open for enrollment

The Civil Rights Movement in Context: Investigate the precursors to the Civil Rights Movement, its leadership, its opposition, and its legacy, including lesser-studied events of the movement and primary sources.; Take this course: Begins February 2.

oral history: A method of collecting historical information through recorded interviews with individuals who are willing to share their memories of the past.

Organization: In The five features of effective writing, page 3; Organization, the second Feature of Effective Writing, should be addressed after a writer has established a focus and will help strengthen that focus.; By Kathleen Cali.

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.

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.

Ten questions for planning an oral history project: In Oral history in the classroom, page 4; Plan ahead to avoid frustration and to ensure that your students get as much as possible out of an oral history project.; By Kathryn Walbert.

Connecting with community through oral history: In Oral history in the classroom, page 5; Through interviews and photographs, Harnett County students learn about their community's agricultural past.; By Jean Sweeney Shawver.

Oral history links and resources: In Oral history in the classroom, page 6; Guides, tips, lesson plans, and examples of student projects on the web.; Format: article; By Kathryn Walbert.

Media submission guidelines: In Web Publishing & Collaboration Guide, page 2.1; LEARN NC welcomes submissions of images, audio, and video of educational value for our Multimedia Library, and we encourage authors of lesson plans, best practices, and learning materials to include media where appropriate. Photographs We welcome...; Format: policy/help

The Learning Page: Getting started with primary sources: In American Memory: North Carolina educator's guide, page 5; Introduces a primary sources guide made available through the Library of Congress's The Learning Page. You'll also get an introduction to some of the LOC's lessons that will help your students use primary source materials.; By Melissa Thibault.

Harriet Love on integration: In this 1998 oral history excerpt, Love speaks about the motivations people had for supporting integration and starts off with an insightful response. She then goes on to describe many more subtle effects of integration such as the challenged to teachers and...; Format: audio

Joanne Peerman on junior high sit-ins: An excerpt from an oral history interview conducted in 1991 between Bob Gilgor and Joanne Peerman, an African American women who grew up in Chapel Hill and experienced integration during the 1960s and 1970s. In this portion of the interview, Harris describes...; Format: audio

Suffragettes: In this oral history excerpt, Dr. Rosamonde Boyd expresses her opinions about suffragettes, particularly Elizabeth Cady Stanton and Carrie Chapman Catt. In light of these views, she also describes how a woman should present herself.; Format: audio

Women's “libbers”: In this oral history excerpt, Rosamonde Boyd expresses her views on the women's liberation movement and contrasts it with the work she did to advance women's causes. In particular, she and the interviewer focus on feminist views of marriage.; Format: audio

Societal attitudes towards women: In this oral history excerpt, Rosamonde Boyd discusses reasons why women have traditionally taken a deferential role to men. In particular she focuses on her view that many women were unwilling to endanger their security. She also touches upon the issue of...; Format: audio

Political theories about suffrage: In this oral history excerpt, Rosamonde Boyd and her interviewer share some of their theories as to why women achieved suffrage in 1920. In their conversation they discuss that some women were too disinterested or lethargic to press for suffrage. They also...; Format: audio

International historical perspective on suffrage: In this oral history excerpt, Rosamonde Boyd describes issues and problems she encountered while working outside of the United States as a representative of the International Federation of University Women.; Format: audio

Tobacco bag stringing: Elementary activity four: In this activity for grades 3–6, students will read and evaluate a primary source letter from the Tobacco Bag Stringing collection. This should be done after Activity one, which is the introductory activity about tobacco bag stringing. Students will investigate the influence of technology, and its lack, on the tobacco bag stringers. They will do a role play/debate in which they will assume the roles of owners of companies and other people that were involved in the issue.; Format: article (grade 3–5 Social Studies); By Pauline S. Johnson.

Tobacco bag stringing: Elementary activity three: In this activity for grades 3–6, students will read and evaluate primary source letters from the Tobacco Bag Stringing collection. This should be done after Activity one, which is the introductory activity about tobacco bag stringing.; Format: article (grade 3–5 Social Studies); By Pauline S. Johnson.

Effects of civil action: In this lesson, secondary students will analyze primary source materials to investigate how 4-H clubs made an impact on the home front in completing projects that supported the war effort during World War II. This lesson should be taught at the end of a World War II unit.; Format: lesson plan (grade 8 and 10–12 Social Studies); By Pauline S. Johnson.

World War II at home: Victory Gardens: Students will learn about home front activities during World War II. Using primary source documents and photographs, students will discover how children their own age participated by growing Victory Gardens. They will design their own gardens and propaganda posters.; Format: lesson plan (grade 5 Social Studies); By Linda Mazzei.

Feed a fighter: In this lesson students will examine “Additional Helps for the 4-H Mobilization for Victory Program,” a Cooperative Extension Work document from the Green 'N' Growing collection at Special Collections Research Center at North Carolina State University Libraries. The document will help students understand the efforts civilians underwent to support military efforts in World War II.; Format: lesson plan (grade 10–12 Social Studies); By Lisa Stamey.

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