This presentation is intended to be used with the lesson " Tales and Trails of Betrayal: America's Indian Removal Policies." In this lesson, students will examine America's Indian removal policies, including the events leading up to the passage of Andrew Jackson’s Indian Removal Act and the effect this had on Native Americans. Through class discussion, an interactive Power Point presentation, and the examination of primary source documents from the 1830s, students will gain an understanding of the political strategies, perspectives, culture clashes, and historical consequences of this time period. Additionally, students will explore the impact of forced removal during the Trail of Tears through art examination, art creation, and creative writing.

In this lesson, students will examine the linguistic aspect of North Carolina history and culture—its languages and dialects—which is often overlooked. In class discussions based on excerpts from the book Talkin’ Tar Heel: How Our Voices Tell the Story of North Carolina, and video and audio clips, students will consider how we speak may be a reflection of our past and present, as well as how languages and dialects provide a fascinating way to understand North Carolina’s rich and diverse cultural heritage. This lesson will culminate with students applying what they have learned to create their own personal dictionary, with an emphasis on regional and personal dialect and language.

Students will examine women's roles in the making of North Carolina. Students will be assigned a woman who has lived and or worked in North Carolina at some point throughout history and made a contribution to our state and or the nation. Students will research their assigned person, explore her life experiences, challenges, and successes, then represent this woman while attending a "Timeless Tea in Celebration of North Carolina Women."

In this lesson, students will explore themes of First Amendment rights and the freedom to read, while also gaining an actiTo Ban or Not to Ban the Invisible Man: A School Board Simulationve understanding of the roles of School Board members and the responsibilities of active community members, by participating in a School Board simulation where they grapple with the same choice: whether or not to ban Invisible Man.

Much of the fighting during World War I was done from the trenches, a grueling and horrific experience for soldiers. In this lesson, students will participate in an experiential activity based ontrench warfare and have their interest peaked regarding this period of history with the macabre yet realistic details of war life. Students will further learn about World War I though examination of the poem “The Rear‐Guard” by Siegfried Sassoon.

Students will simulate the experiences of an immigrant's passage to and arrival in America during the turn of the century, relating these experiences to Emma Lazarus's poem The New Colossus. Students will also explore the process to become a naturalized citizen and learn about the
different ethnic groups immigrating to America.

Many students feel that adults don’t listen and that as teens, they have little power to affect change.  In this lesson, students will explore the successful youth movement during the Vietnam era to change the voting age from 21 to 18‐years‐old. Students will understand that largely due to the valid protests from young people (“Old enough to fight!  Old enough to vote!”) the Twenty‐Sixth Amendment was ratified.

Students explore and compare how the Constitution has granted and/or limited Presidential actions during times of crisis. Beginning with background information regarding the parts of the Constitution related to Executive Power/Privilege, students gain context regarding how American democracy defines, grants, and limits presidential powers. In groups, students then examine a scenario describing an incident in American history during which a President had to respond during a time of crisis. After analyzing the crisis and determining whether the President's response was appropriate and Constitutional, students present their scenario to classmates.

On March 23, 1849, Henry Brown began one of the most dramatic escapes from slavery in Americanhistory. In this lesson plan, students will learn about the institution of slavery by examining the life and experiences of Henry “Box” Brown, focusing on his innovative escape when mailing himself from a slave state to a free state. Through participation in activities such as class discussion, reading excerpts of The Narrative of the Life of Henry Box Brown, Written by Himself, and the creation of their own art and dramatic presentation based on Henry’s life and experiences, students will learn about the complexities of slavery and freedom in the 1800s.

In this lesson students will gain an understanding of the history of the African slave trade, the Trans-Atlantic slave trade, and the development of slavery in America through discussing historical facts, art work, and excerpts from the book, Copper Sun.

This presentation is used with a lesson that allows students to gain an understanding of the history of the African slave trade, the Trans-Atlantic slave trade, and the development of slavery in America through discussing historical facts, art work, and excerpts from the book, Copper Sun.

Students will explore the definition of a citizen, as well as the traits ideal and negative citizens possess. They will then discuss the responsibilities of citizens in depth by participating in an acting exercise and discussing the themes illustrated in the scenes. Ideally, this activity will culminate with a volunteer event or service learning project.

In this lesson, students explore the various options for ending the war with Japan by simulating a meeting of President Truman’s advisory committee.  Students will also evaluate Truman’s decision to drop two atomic bombs on Japan. This activity is adapted from a lesson by the Constitutional Rights Foundation (http://www.crf‐usa.org/bill‐of‐rights‐in‐action/bria‐15‐3‐b‐choices‐truman‐hirohito‐and‐the‐atomic‐bomb.html.)

In this lesson, students participate in a kinesthetic activity in which they review various quotes by and regarding Abraham Lincoln, discussing the various ideas and attitudes exhibited by America’s sixteenth president.  Students will then read Walt Whitman’s “Oh Captain!  My Captain” and create their own poem based on Abraham Lincoln.

In this lesson, students will explore the motives of Christopher Columbus's 1492 exploration, the controversy surrounding the changes Columbus's voyages initiated, and the impact of the Columbian Exchange on Native American cultures. Students participate in two simulation activities and a class discussion of these topics.

Students explore the roles and responsibilities of the three branches of government, separation of powers, and checks and balances through role plays and small group discussions.

In this lesson, students examine primary sources from Wilson Library’s online exhibit, “Sour Stomachs and Galloping Headaches,” to form new understandings and theories about the common ailments and epidemics our ancestors faced, as well as the medical “cures” they used to treat their illnesses. Students will analyze and evaluate the various primary sources in the exhibit via a Historical Scene Investigation (“HSI”) activity, which leads students through an investigative process of similar to what crime scene investigators do when they examine evidence from a crime scene and formulate theories about what happened. In this HIS, students will first examine the evidence by filling out case reports that ask them to evaluate the primary resources from the website. Then, they will attempt to diagnose different patient illnesses and prescribe different cures to treat these patients based on what they uncovered in their case reports.