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- Conflicts in North Carolina colonial history: Tuscarora War
- In Colonial and state records of North Carolina, page 8
- In this lesson, the class will work together to examine primary source documents and secondary sources to answer questions about the Tuscarora War.
- Format: lesson plan
- By Lara Willox.
- Conservation and capitalism: Focus on primary sources
- In Driving through time: The digital Blue Ridge Parkway, page 2.2
- This is the second lesson in the Competing Routes unit. In this lesson, students consider whether it is possible to be a conservationist and a capitalist through the lens of Hugh Morton's role in the battle over the Grandfather Mountain link of the Blue Ridge Parkway. These discussions and primary source materials offer a look at the effects of human intervention on nature in North Carolina.
- Format: lesson plan
- By Katy Vance.
- Cotton mills from differing perspectives: Critically analyzing primary documents
- In this lesson, students will read two primary source documents: a 1909 pamphlet exposing the use of child labor in the cotton mills of North Carolina, and a weekly newsletter published by the mill companies. Students will also listen to oral history excerpts from mill workers to gain a third perspective. In a critical analysis, students will identify the audiences for both documents, speculate on the motivations of their authors, and examine the historical importance of each document.
- Format: lesson plan
- By Dayna Durbin Gleaves.
- The Craft Revival and economic change
- In this lesson plan, originally published on the Craft Revival website, students will interpret photographs and artifacts as representations of western North Carolina’s economy at the turn of the century. They will also analyze historical census data and produce a visual web that will represent the changing nature of the economy of western North Carolina.
- Format: lesson plan (grade 8–12 Social Studies)
- By Patrick Velde.
- Creating museum exhibits to understand slavery
- In this lesson students will analyze primary source documents from the Built Heritage collection at the North Carolina State University. They will use their textbooks, knowledge of history, observation skills, and inference to draw conclusions about slavery in North Carolina.
- Format: lesson plan (grade 8–10 Social Studies)
- By Loretta Wilson.
- CSI Dublin: The Hunt for the Irish Potato Killer
- In these lesson plans, students will act as CSI agents investigating the mysterious pathogen that caused the massive potato crop failure and resultant Great Famine of 1845 in Ireland.
- Format: lesson plan (multiple pages)
- Culture everywhere
- In Intrigue of the Past, page 1.3
- In their study of culture, students will use a chart to show the different ways that cultures meet basic human needs and recognize that archaeologists study how people from past cultures met basic needs by analyzing and interpreting the artifacts and sites that they left behind.
- Format: lesson plan (grade 4 and 8 English Language Arts and Social Studies)
- De facto vs. de jure segregation
- This lesson will help students understand the difference between de facto and de jure segregation. Students will listen to three oral history excerpts and discuss the experiences of segregation described in each. As a follow-up activity, students will brainstorm solutions to both de facto and de jure segregation.
- Format: lesson plan (grade 10–12 Social Studies)
- By Dayna Durbin Gleaves.
- De Soto in America
- In Two worlds: Educator's guide, page 3.4
- In this lesson for grades 5-8, students will evaluate the effectiveness of the De Soto expedition through the interior of the southeastern United States in the years 1539-1543. They will examine the impact of that trip on the Native Americans. Students will engage in historical empathy as they put themselves in the place of the Native Americans and the Spanish soldiers who encountered them on the expedition.
- Format: lesson plan
- By Pauline S. Johnson.
- The Declaration of Independence
- In Where English and history meet: A collaboration guide, page 5
- In this interdisciplinary lesson, students will examine the role of the Declaration of Independence in the development of the American Revolution and as part of the American identity. They will also analyze the argumentative structure and write their own declaration.
- Format: lesson plan (grade 9–10 English Language Arts and Social Studies)
- By Karen Cobb Carroll, Ph.D., NBCT.
- Desegregating public schools: Integrated vs. neighborhood schools
- In this lesson, students will learn about the history of the "separate but equal" U.S. school system and the 1971 Swann case which forced Charlotte-Mecklenburg Schools to integrate. Students will examine the pros and cons of integration achieved through busing, and will write an argumentative essay drawing on information from oral histories.
- Format: lesson plan (grade 10–12 English Language Arts and Social Studies)
- By Dayna Durbin Gleaves.
- Diary of a Tar Heel Confederate soldier
- Students read the account of a private from Charlotte who served in the Civil War and grew tired of only hearing about the war from the perspectives of officers. After reading his experiences as a “man behind the gun” students will write their own point-of-view piece. They also have the opportunity to read other diary accounts from the war available through Documenting the American South.
- Format: lesson plan (grade 8 Social Studies)
- By Meghan Mcglinn.
- Differences across the curriculum: Part 1
- Part of a set of lessons offering an integrated approach to exploring diversity with eighth graders, this lesson serves as a pre-reading activity for the drama version of "The Diary of Anne Frank." Students will learn how diversity creates bias which leads to conflict, where students confront their bias and practice tolerance.
- Format: lesson plan (grade 8 Social Studies)
- By Lynn Carter.
- Discussion guide: Religion in early America
- In Educator's Guides: North Carolina Digital History, page 3.4
- This discussion guide will help students understand the larger context of religion in colonial America as they read about topics such as Quaker emigration and the Great Awakening.
- Format: lesson plan (grade 8 Social Studies)
- By Pauline S. Johnson.
- Discussion questions: Expanding to the west
- This set of discussion questions was designed to help students understand an article about the settlement of the Piedmont region of North Carolina between 1730 and 1775.
- Format: lesson plan (grade 8 Social Studies)
- By Pauline S. Johnson.
- Driving through time: The digital Blue Ridge Parkway
- In these lessons and units for eighth grade, students delve into the rich primary sources and historical overlooks from the Driving Through Time project and explore the history of the Blue Ridge Parkway.
- Format: lesson plan (multiple pages)
- Dynamic dialect: Horace Kephart and Our Southern Highlanders
- Students will read an excerpt from Horace Kephart's Our Southern Highlanders and explore how language and dialect have changed over the years.
- Format: lesson plan (grade 8–10 English Language Arts)
- By Billie Clemens.
- Educator's guide: Spain and America
- In Two worlds: Educator's guide, page 3.1
- The article "Spain and America: From Reconquest to Conquest" introduces a lot of information and a number of issues that may be new to students. These suggestions will help you use the article in a way that best fits the needs of your class.
- Format: /lesson plan (grade 8–12 Social Studies)
- By Pauline S. Johnson.
- Educator's guide: The arrival of Swiss immigrants
- Teaching suggestions to help your students synthesize the information in the article "The Arrival of Swiss Immigrants."
- Format: lesson plan (grade 8 Social Studies)
- By Pauline S. Johnson.
- Effects of civic 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 8–12 Social Studies)
- By Pauline S. Johnson.
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