This inquiry leads students though an investigation of the factors influencing one of the first European explorations of the New World to determine why America recognizes Columbus’ “discovery” with a National holiday.  Students will analyze the significance of Columbus’s discovery on American history.  At the end of this lesson, students will be able to determine for themselves “Should We Celebrate Columbus Day”.

In the 1800s Irish immigrants to the United States faced intense discrimination. The treatment of the Irish raises the historical question of whether the Irish were considered "white" in the 19th century. In this lesson, students examine political cartoons, a Know-Nothing party speech, and a historian's account to consider how racial categories may be ambiguous and change over time.

Discover the stories of the men, women, and children that were enslaved and lived at Vance Birthplace in the mountains of North Carolina from 1795-1865. This audio tour was completed in partnership with the North Carolina African American Heritage Commission.

This lesson covers two essential aspects of Reconstruction: the condition of the southern states at the close of the war and Lincoln's plan for restoring them to the Union. In examining the conditions of the southern states, students consider both the physical conditions (i.e., the impact of the devastation of war) and the political condition of these states (i.e., what was the proper relationship between southern states and the Union upon their surrender at Appomattox?)

This lesson will examine the ways in which Great Britain challenged American sovereignty in the early republic.

In reviewing events, documentary evidence, and biographical information, students come to understand the complex nature of political decision-making in the United States. In this lesson, they consider the momentous questions facing the country during the Reconstruction debate by weighing the many factors that went into the solutions offered. Students also think critically as they consider whether and how other solutions might have played out.

In this lesson, students examine the development of new constitutions in the reconstructed South. They also consider the political and social realities created by a dramatically changed electorate. In gaining a firmer grasp of the causes for the shifting alliances of this time, students see how far-reaching the consequences of the Civil War and Reconstruction era were and how much these events continue to shape our collective destiny today.

Students will learn about the role of money in the colonial economy by participating in a trading activity in which they observe the effects of too little money on trade within a colony.

Explore North Carolina's colonial history with these digital Primary Source Sets from the State Archives of North Carolina.

In this lesson, students will collaboratively analyze and compare editorial cartoons focusing on Abraham Lincoln and the Civil War era drawn by both American and foreign cartoonists. Students will determine the perspective of the cartoon and identify the cartoonists' intentions and evaluate the effectiveness of each cartoon's message. Then, students will synthesize and present their final interpretations.

With this digital collection, students will use documents to explore the meaning of slavery and emancipation in the North around the time of the Civil War, and understand the context for Lincoln’s own evolving position.

Students define the concept of manifest destiny, discuss how contemporary maps of the 1840s influenced United States expansion in the 1840s, and analyze the relationship between manifest destiny and democracy.

At the time of the U.S.-Mexican War (and the height of the popularity of Manifest Destiny), there were some Americans who spoke out against what they regarded as a war of aggression. However, for the most part, the American public supported the war and the idea of Manifest Destiny itself. Today many historians see things differently. Historian David Pletcher writes of the U.S.-Mexican War: "This war was an aggressive war in which we attacked a neighbor and however much we won from the war, we do not like to look at the way in which we won it." Pletcher's idea may be borne out by the following two facts: there is still not a federally-funded memorial to those who fought in the U.S.-Mexican War and this war is so little studied and known about in the United States. In this activity, students will explore different American opinions about the U.S.-Mexican War (and by extension, Manifest Destiny) from both the 19th century and today. Students will then apply their knowledge by having a debate on the topic.

This Educator Notebook provides information on Women’s History in North Carolina for teachers to use as a resource, either as stand-alone units, or integrated into standard curriculum. Included is research from museum curators and educators, and articles published in the Tar Heel Junior Historian magazine which are written for students in grades 4-12. Lesson plans and suggested activities complement many of the topics. Adaptable to multiple ages, they meet curriculum goals set forth by the NC Department of Public Instruction and connect to classes in national and world history, geography, economics, and the arts, and can be part of any unit of social studies. This resource's link takes you to a very short form that gives you free downloadable access to the complete PDF book.

This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 11 and 12.

This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 9 and 10.

This US History unit attempts to explore and understand the Trends in US History through 1877.  It deals with the Reconstruction Era as well as  of this time period while utilizing primary sources, visual aids, and technology to facilitate learning for students.  Using all levels of DOK,  this lesson blends traditional methods with technology to allow students to complete it as an inquiry-based lesson.

In this activity, students analyze political cartoons that address three of the major issues that affected Washington's presidency: the president's title, the Jay treaty, and the existence of a national bank. Students will create captions for the cartoons using provided background information, then write an exhibit label for the cartoon and caption.

In this lesson, students explore the historical context of Walt Whitman's concept of "democratic poetry" by reading his poetry and prose and by examining daguerreotypes taken circa 1850. Next, students will compare the poetic concepts and techniques behind Whitman's "I Hear America Singing" and Langston Hughes' "Let America Be America Again," and have an opportunity to apply similar concepts and techniques in creating a poem from their own experience.