LEARN NC: Search results

Teaching with disturbing images: Photographs are especially powerful tools for explaining current and historical events — not least horrible or brutal events, such as war, genocide, famine, terrorism, slavery, and lynching. In fact, photographs are often used specifically to raise an...; By David Walbert.

Children's literature promotes understanding: Bibliotherapy and critical literacy are two ways to use books to help children better understand themselves, others, and the world around them. This article explains both strategies and provides resources for selecting appropriate books.; 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.

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.

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.

The George Moses Horton Project: Celebrating a triumph of literacy: The only American poet to publish books of poems while living in slavery, George Moses Horton is an inspiration for the power of literacy in our lives.; By Marjorie Hudson.

The rise of Populism: In North Carolina in the New South, page 7.1; American farmers faced new economic difficulties after the Civil War. In response, they organized to promote cooperation and to defend their interests politically. In the 1890s, they joined with labor unions to create the People's (or Populist) Party.; Format: article

George Washington and Frederick Douglass letters: Recognizing point of view and bias: In Where English and history meet: A collaboration guide, page 4; This lesson uses two letters written by famous individuals. Frederick Douglass, a well-known former slave who became a leader of the American abolition movement, escaped from slavery in Maryland to freedom in New York in 1838. George Washington was a large slaveholder in Virginia (as well as the first president of the United States).; Format: (grade 9 English Language Arts and Social Studies); By Karen Cobb Carroll, Ph.D., and NBCT.

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.

The parts of a lesson plan: In Web Publishing & Collaboration Guide, page 1.4; If you're thinking of submitting a lesson plan to LEARN NC, this primer will acquaint you with the various parts of a lesson plan and explain what should be included.; Format: article/help

Statue in Cartagena, Colombia: A statue of a man holding a long stick sits atop a stone pedestal. This statue may represent an African slave brought to Latin America. Cartagena was one of the largest ports for the arrival of slaves brought from Africa during the colonial period. While Brazil...; Format: image/photograph

Plessy v. Ferguson: The text of the Supreme Court's decision in Plessy v. Ferguson upholding the constitutionality of racial segregation even in public accommodations (particularly railroads), under the doctrine of “separate but equal.”; Format: court decision/primary source

Probate inventory of Richard Blackledge, Craven County, 1777: In Colonial North Carolina, page 7.9; Probate inventory of a wealthy plantation owner in colonial North Carolina. Includes explanations and photographs of items listed.; Format: inventory

Probate inventory of James and Anne Pollard, Tyrrell County, 1750: In Colonial North Carolina, page 7.7; Probate inventory of a wealthy couple in colonial North Carolina. Includes explanations and photographs of items listed.; Format: inventory

A little kingdom in Carolina: In Colonial North Carolina, page 1.3; The original vision for Carolina was a feudal province in which eight "Lords Proprietors" would have nearly royal power, but with an elected assembly and guarantees of religious freedom.; Format: article; By David Walbert.

Spain and America: From Reconquest to Conquest: In Prehistory, contact, and the Lost Colony, page 3.1; In 1491, no European knew that North and South America existed. By 1550, Spain -- a small kingdom that had not even existed a century earlier -- controlled the better part of two continents and had become the most powerful nation in Europe. In half a century of brave exploration and brutal conquest, both Europe and America were changed forever.; Format: article; By David Walbert.

Disease and catastrophe: In Prehistory, contact, and the Lost Colony, page 5.3; Of all the kinds of life exchanged when the Old and New Worlds met, lowly germs had the greatest impact. Europeans and later Africans brought smallpox and a host of other diseases with them to America, where those diseases killed as much as 90 percent of the native population of two continents. Europeans came away lucky -- with only a few tropical diseases from Africa and, probably, syphilis from the New World. In America, disease destoyed civilizations.; Format: article; By David Walbert.

Collection Connections: In American Memory: North Carolina educator's guide, page 7; In this installment of the American Memory Guide, learn to find teaching resources associated with the Library of Congress's primary source collections.; Format: article; By Melissa Thibault.

Slave ship: This drawing of African slaves stacked in a ship's hold appeared in Thomas Clarkson's 1808 book The History of the Rise, Progress, & Accomplishment of the Abolition of the African Slave-trade by the British Parliament.; Format: image/illustration

Freedom songs of the civil rights movement: Students will listen to freedom songs recorded during the civil rights movement, 1960–1965. Students will write about personal reactions to the music and lyrics. Through reading and pictures, students will briefly explore historical events where these songs were sung. Listening again, students will analyze and describe — musically — particular song(s).; Format: lesson plan (grade 5 Music Education and Social Studies); By Merritt Raum Flexman.

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