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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Resources tagged with civil rights are also tagged with these keywords. Select one to narrow your search or to find interdisciplinary resources.

African Americans get the vote in eastern North Carolina
In North Carolina in the Civil War and Reconstruction, page 9.9
After the Civil War, African American communities in eastern North Carolina, having already tasted freedom during the war, were ready to fight for political rights.
Format: article
Amending the U.S. Constitution
In North Carolina in the Civil War and Reconstruction, page 9.8
Text of the thirteenth, fourteenth, and fifteenth amendments to the U.S. Constitution, passed after the Civil War to abolish slavery and to guarantee the civil rights of African Americans.
Format: constitution/primary source
Commentary and sidebar notes by L. Maren Wood.
Billy Graham and civil rights
In Postwar North Carolina, page 4.3
In North Carolina History: A Sampler, page 3.9
An exchange of letters between the Reverend Billy Graham and President Dwight Eisenhower, March 1956, on the Church's role in civil rights. Includes historical background and commentary.
Format: letter/primary source
Commentary and sidebar notes by L. Maren Wood.
Brown v. Board of Education and school desegregation
In Postwar North Carolina, page 4.1
The 1955 Supreme Court decision overturned the 1890 decision in Plessy v. Ferguson, ruling that "separate educational facilities are inherently unequal" and forcing the integration of schools across the nation.
Format: article
Brown v. Board of Education of Topeka, Kansas
In Brown versus Board of Education: Rhetoric and realities, page 2.5
In Postwar North Carolina, page 4.2
The text of the Supreme Court's decision in Brown v. Board of Education of Topeka, Kansas, that the segregation of public schools was in violation of the Fourteenth Amendment to the United States Constitution.
Format: court decision
Brown versus Board of Education: Rhetoric and realities
In this lesson, students will listen to three oral histories that shed light on political and personal reactions toward the 1954 Supreme Court ruling Brown versus Board of Education. Includes a teacher's guide as well as the oral history audio excerpts and transcripts.
Format: lesson plan (multiple pages)
The Civil Rights Act of 1964
In Postwar North Carolina, page 5.9
The Civil Rights Act of 1964 prohibited acts of private discrimination in public places and gave the federal government far broader authority than it had ever previously taken.
Format: article
The Civil Rights Movement, 1960–1980
In Postwar North Carolina, page 5.1
An overview of the Civil Rights Movement from the Greensboro Sit-ins in 1960 through the 1963 March on Washington, the Civil Rights and Voting Rights Acts of 1964–65, growing militance, and the development of affirmative action policies.
Format: article
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 wax museum project
In this lesson plan, students will choose African Americans prominent in the Civil Rights Movement and research aspects of their lives. They will create timelines of their subjects' lives and a speech about their subjects, emphasizing why they are remembered today.
Format: lesson plan (grade 5 English Language Arts and Social Studies)
By Sabrina Lewandowski.
Desegregating hospitals
In Postwar North Carolina, page 5.7
Interiew with a black dentist who joined a 1963 lawsuit against the Moses H. Cone Memorial Hospital in Greensboro for refusing to accept African American patients or to hire African American doctors. Includes historical background and commentary.
Format: interview/primary source
Commentary and sidebar notes by L. Maren Wood.
Desegregating public accommodations in Durham
In Postwar North Carolina, page 5.6
After the Freedom Rides of 1961 led to integration of interstate buses and terminals, the Civil Rights Movement moved on to "Freedom Highways" in 1962 -- campaigning to end segregation at establishments that served the traveling public. The Howard Johnson's restaurant on Chapel Hill Boulevard became a focal point in Durham.
Format: article
Desegregating the armed forces
In Postwar North Carolina, page 3.4
Although African Americans had served in the U.S. military since the American Revolution, until after World War II, they did not receive the same treatment and opportunies as white soldiers and sailors. In 1948, President Harry Truman ordered that the armed forces be desegregated.
Format: article
Desegregation pioneers
In Postwar North Carolina, page 4.5
Interviews with African American women who participated in the process of school desegregation: two women who attended desegregated schools in North Carolina, and Daisy Bates, head of the Arkansas chapter of the NAACP in the 1950s. Includes historical background.
Format: interview/primary source
Commentary and sidebar notes by Dayna Durbin Gleaves.
Freedom Ride
In Postwar North Carolina, page 3.2
In 1946, the Supreme Court ruled that racial segregation of passengers on interstate buses was an "undue burden on interstate commerce"and could not be enforced. The following year, sixteen people set off on a tour of southern cities to test the laws. Despite the Supreme Court's ruling, four riders were arrested in Chapel Hill.
Format: article
The Freedom Riders
In Postwar North Carolina, page 5.5
The Supreme Court ruled in 1960 that all buses and facilities associated with interstate travel must be desegregated. But blacks who used whites-only waiting rooms and refused to give up their seats to whites faced mob violence. Their refusal either to stop or to fight back showed Americans -- many for the first time -- the hard reality of racial oppression.
Format: book
Governor Holden speaks out against the Ku Klux Klan
In North Carolina in the Civil War and Reconstruction, page 10.4
Speech by North Carolina Governor William Woods Holden to the General Assembly, December 1869, asking for the power to declare martial law where needed to stop the violence of the Ku Klux Klan. Includes historical commentary.
Format: letter/primary source
The Great Depression and World War II
Primary sources and readings explore the history of North Carolina and the United States during the Great Depression and World War II (1929–1945).
Format: book (multiple pages)
The Greensboro sit-ins
In Postwar North Carolina, page 5.3
In North Carolina History: A Sampler, page 4.9
Contemporary newspaper coverage of the Greensboro sit-ins, February 1, 1960. Includes historical background and commentary.
Format: newspaper/primary source
Commentary and sidebar notes by L. Maren Wood.
The impact of busing in Charlotte
In Postwar North Carolina, page 4.9
Interviews with former white and black students in Charlotte schools about their experiences before and after desegregation. Includes historical background.
Format: interview/primary source
Commentary and sidebar notes by Dayna Durbin Gleaves and David Walbert.