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Civil rights protests and dilemmas: In this lesson students explore well-known civil rights protests then listen to two oral histories of individuals who protested in their own way to promote equality for African Americans. Students specifically will consider personal risks involved in protest.; Format: lesson plan (multiple pages)

Civil rights protest chart: Used in the Civil Rights Protests and Dilemmas lesson, in this chart students fill in basic information about famous protests of the civil rights movement and rate the risk to the protesters.; Format: document

Little Rock, 1959. Mob marching from capitol to Central High: Photograph shows a young African American boy watching a group of people, some carrying American flags, march past to protest the admission of the "Little Rock Nine" to Central High School.; Format: image/photograph

Civil War conscription cartoon: This Civil War-era political cartoon, titled "Southern 'Volunteers'" protests conscription into the Confederate Army.; Format: image/cartoon

Protest at Piedmont Leaf Tobacco Company, 1946: Protest at Piedmont Leaf Tobacco Company, 1946. Police chief, John Gold, is at right. Striking worker Margaret DeGraffenreid is being forced into police car.; Format: image/photograph

1963 March on Washington for Jobs and Freedom: The Library of Congress identifies the men in the forefront of this photograph as Joseph L. Rauh, Jr., Washington lawyer and civil rights activist; Whitney M. Young, Jr., executive director of the National Urban League (NUL); Roy Wilkins of the National Association...; Format: image/photograph

Political meeting in Guadalajara, Mexico: Dozens of people congregate in a square in front of a public building. The sign on the building reads "The people reclaim their government." During the middle decades of the twentieth century there was little free and open participation of the masses in the...; Format: image/photograph

A Pledge to Violate the Stamp Act: In Revolutionary North Carolina, page 2.5; In 1766, during the colonial protests of the Stamp Act, some residents of eastern North Carolina, including many colonial leaders, signed this pledge to refuse to pay the tax. Primary source includes historical commentary.; Format: newspaper

Taxes, trade, and resistance: In Revolutionary North Carolina, page 2.3; Origins of the American Revolution, 1763–1775. Article describes the reasons for British taxes and trade regulations such as the Stamp Act and Townshend Acts, the colonial response, and the escalation of resistance into violence.; Format: article

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

North Carolina in the New South: Primary sources and readings explore North Carolina in the decades after the Civil War (1870–1900). Topics include changes in agriculture, the growth of cities and industry, the experiences of farmers and mill workers, education, cultural changes, politics and political activism, and the Wilmington Race Riot.; Format: book (multiple pages)

The Bonsack machine and labor unrest: In North Carolina in the New South, page 3.7; When the Duke tobacco company adopted the Bonsack machine for rolling cigarettes, workers who had rolled cigarettes by hand were thrown out of work, and their replacements made less money.; Format: article

The Regulators organize: In Revolutionary North Carolina, page 1.3; Subscription to an organization of Regulators, January 1768. The subscribers agreed to resist paying taxes and fees they considred unlawful and to petition their representatives to change laws they considered unfair. Primary source includes historical commentary.; Format: declaration

Chief John Ross protests the Treaty of New Echota: In North Carolina in the New Nation, page 10.7; In this 1836 letter, Cherokee Chief John Ross urges Congress not to ratify the Treaty of New Echota, in which a small group of Cherokee men claiming to represent the Nation agreed to removal. Includes historical commentary.; Format: letter; Commentary and sidebar notes by Kathryn Walbert and L. Maren Wood.

African American history: A guide to lesson plans, articles, and websites to help bring African American history alive in your classroom.; Format: bibliography/help

The rise of labor unions: In North Carolina in the New South, page 3.9; Little of the wealth that industry produced went to workers, and improvements in technology further reduced wages without making work any easier or less dangerous. In the late ninenteenth century, workers began to organize to demand higher wages and better working conditions.; Format: article

Joanne Peerman oral history excerpt: Joanne Peerman attended middle and high school during the late 1960s and early 1970s, the first years of school desegregation in Chapel Hill, North Carolina. Her father was the head football coach at the all-black high school before integration, but held the...; Format: audio/interview

The Raleigh Standard protests conscription: In North Carolina in the Civil War and Reconstruction, page 4.2; Newspaper editorial protesting the expansion of conscription by the Confederate government in January 1864. Includes historical commentary and background on conscription in the Civil War.; Format: newspaper; Commentary and sidebar notes by David Walbert.

The expansion of slavery and the Missouri Compromise: In North Carolina in the New Nation, page 8.8; By 1820, a growing population gave the North a majority in the House of Representatives, but slave and free states still had equal representation in the Senate. The admission of Missouri to the Union as a slave state threatened that balance, but the "Missouri Compromise" maintained it by admitting Maine as a free state and banning slavery in the Lousiana territory north of Missouri's southern boundary. Page includes a map showing U.S. territorial expansion.; Format: article

Does my vote count? Teaching the electoral college: In Election 2008, page 4.4; Students will learn about the electoral process and its history through reading, research, and discussion. They will then convene a constitutional convention to debate altering this process.; Format: lesson plan (grade 10 Social Studies); By David Walbert.

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