Students will learn about America's first gold rush, which took place in North Carolina in the early 1800s. They will then utilize their understanding of the gold rush and its affect on North Carolina by completing a creative writing assignment.

Students will explore the various nicknames that North Carolina has been given throughout history, focusing on the nickname given to it during the early 1800s: the Rip Van Winkle state. Students will listen to the legend of Rip Van Winkle and then discuss the story.

In this lesson, students will learn about the tobacco industry, from the tobacco farm to the tobacco warehouse and auction, and its impact on the people involved. Students will particularly focus on downtown Durham in the 1900s, whose tobacco warehouse district became a hub of the tobacco trade. Through the exploration of Main Street, Carolina’s digital history project on Preservation Durham’s Tobacco Heritage Trail (http://mainstreet.lib.unc.edu/projects/tobacco_durham/index.php/), as well as through readings, class discussion, primary source examination (photographs, music, videos, etc.), creative writing, and more, students will gain a comprehensive sense of the vibrant culture and rich history of tobacco in North Carolina. In a culminating group project, students will apply their understanding by researching, designing, and presenting a “living” exhibit for a museum on “North Carolina’s Tobacco History and Culture.”

This assessment is to be used in conjunction with the lesson "Port to Port." In this lesson, students participate in a role-playing game in which they trade estuary goods with a ship's captain who travels around North America. A second game examines the value of estuaries and how human activities and decisions affect the estuaries and change their value.

These supplemental materials are to be used in conjunction with the lesson "Port to Port." In this lesson, students participate in a role-playing game in which they trade estuary goods with a ship's captain who travels around North America. A second game examines the value of estuaries and how human activities and decisions affect the estuaries and change their value.

In this lesson, students participate in a role-playing game in which they trade estuary goods with a ship's captain who travels around North America. A second game examines the value of estuaries and how human activities and decisions affect the estuaries and change their value.

This file is the PPT accompaniment for "Teaching Activities for Remarkable Journey." "Remarkable Journey: Founding the Asian Indian Community in North Carolina" is a documentary that illustrates the history, culture, lives, and contributions of Indian-Americans in North Carolina.

North Carolina's state capitol rises majestically on Union Square in downtown Raleigh, a city specifically created in 1792 to serve as North Carolina's permanent capital. Built between 1833-40, the granite building is one of the finest and best preserved examples of civic Greek Revival architecture in the United States. Relatively small in comparison to many other state capitols, this impressive structure has stood as a symbol of pride to North Carolinians for more than 150 years.

Topics: This lesson could be used in American history courses in units on the early National period, North Carolina state history, or early 19th-century politics and government.

Time period: Early 19th century

Study guide for the "Remarkable Journey: Founding the Asian Indian Community in North Carolina," a documentary that illustrates the history, culture, lives, and contributions of Indian-Americans in North Carolina.

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.

President Jefferson’s style was very different from that of Adams and Washington; because of that, many Americans looked forward to his inauguration. As people from across the nation gathered in the new capital to listen to Jefferson’s inaugural address, many wondered if the less formal president did in fact, want to limit the powers of government. They didn’t have to wait long.

Up to this point you have been studying the domestic issues that faced the new nation. In this chapter we’re going to study the same relative time period as the last chapter but focus more on foreign policy issues. By 1803, America was tangled in a war between Great Britain and France once again. Both countries were taking American ships that were trading with their enemy. President Jefferson tried hard to follow Washington and Adams lead and remain neutral.

Americans moving westward in the mid-1800s did so for a variety of reasons. Stories of rich farmland in the Oregon Territory interested many to sell everything they owned and head out for a new beginning. The flood of immigrants from Europe, along with a higher birth rate, fueled a push west as large-scale farming could help support growth in the East. The US population had grown from more than five million in 1800 to more than twenty-three million by the mid-1800s. Others looked to make it rich in the expanding fur trade and were up for the adventures of trapping. In 1849, the news of gold in California caused a mad dash for wealth. Some were curious about the mysterious West and felt that what lay across the Mississippi River might just be the change they were looking for. Whatever the reason, an estimated 4,000,000 Americans moved into the new frontier between 1820 and 1850 and in the process shaped a new identity in the American West built on ruggedness, new feelings of freedom, and a spirit of individualism.

The nation continued to grow in size and wealth, each region experiencing its own different kind of economic growth which caused them to develop differently. Citizens differed across regions in their ideas of political, economic, and social progress. For the success of the growing nation, Americans throughout the country tried to compromise on their disagreements. Unfortunately, no amount of compromise could minimize the harsh growing pains the nation was about to experience.

Just like the industrialization that took place in the North, the geographical features of the region played just as important a role in the agrarian way of life in the South. Because geography was responsible for almost every aspect of life in the South (as it was in the North as well), its significance cannot be understated.

A map of Washington DC was created in 1851 - a time of relative peace in the United States. Millard Fillmore was president, California had just become a state, and the Capitol building was undergoing an expansion project to accommodate the nation's growing size. By this point, Washington DC had been the nation's capital for about 60 years, although many buildings were newer than that since they had been destroyed in the "Burning of Washington" near the end of the War of 1812. In this lesson, successful students will use a "spyglass map" to explore the 1851 map in detail and compare and contrast with the present day layout and structure of Washington DC.

This inquiry prompts students to investigate the factors, conditions, and conflicts related to westward expansion in the United States before the Civil War. In the inquiry, students wrestle with various economic, geographic, and social ideas as they consider the value of the push westward.