This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 5th Grade Social Studies.
In this activity, students examine an advertisement for available acreage in Nebraska and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.
In this online interactive, students learn how people in Nova Scotia were forced by the British to leave their homes and move to the colonies.
Explore 14,000 years of history from the NC Museum of History' exhibit, The Story of North Carolina in 360°—one gallery at a time. Designed with the student experience in mind, each tour features artifacts, photos, & videos.
In this lesson, students will trace the development and expansion of the U.S. while studying the Trail of Tears. They will look at the political factors and analyze the impact the Indian Removal Act had upon a society. Students will also study the causes of death and grief of the Cherokee Nation.
Students will learn about the abolitionist movement in North Carolina and the section of the Underground Railroad which travelled through the state.
This is a supplemental resource to be used in conjunction with the lesson: Unit One: 1880s (Agricultural Nation: Foods and Families on the Move). In this lesson, students investigate how trains affected change on the growth of cities and farms and how this is related to immigration to and within the United States.
This is a supplemental resource to be used in conjunction with the lesson: Unit One: 1880s (Agricultural Nation: Foods and Families on the Move). In this lesson, students investigate how trains affected change on the growth of cities and farms and how this is related to immigration to and within the United States.
In this lesson, students investigate how trains affected change on the growth of cities and farms and how this is related to immigration to and within the United States.
This is a supplemental resource to be used in conjunction with the lesson: Unit Three: 1930s & '40s (Early Highways that Bind the Nation: Families on the Move). In this lesson, students investigate how American highways were used to move people and goods and that Route 66 became an icon of road travel.
This is a supplemental resource to be used in conjunction with the lesson: Unit Three: 1930s & '40s (Early Highways that Bind the Nation: Families on the Move). In this lesson, students investigate how American highways were used to move people and goods and that Route 66 became an icon of road travel.
This is a supplemental resource to be used in conjunction with the lesson: Unit Three: 1930s & '40s (Early Highways that Bind the Nation: Families on the Move). In this lesson, students investigate how American highways were used to move people and goods and that Route 66 became an icon of road travel.
This is a supplemental resource to be used in conjunction with the lesson: Unit Three: 1930s & '40s (Early Highways that Bind the Nation: Families on the Move). In this lesson, students investigate how American highways were used to move people and goods and that Route 66 became an icon of road travel.
In this lesson, students investigate how American highways were used to move people and goods and that Route 66 became an icon of road travel.
This is a supplemental resource to be used in conjunction with the lesson: Unit Three: 1930s & '40s (Early Highways that Bind the Nation: Families on the Move). In this lesson, students investigate how American highways were used to move people and goods and that Route 66 became an icon of road travel.
This is a supplemental resource to be used in conjunction with the lesson: Unit Two: 1920s (Industrial Nation: Workers and Products on the Move). In this lesson, students investigate how the United States was dependent on railroad commerce and how the railroads contributed to racial inequality.
This is a supplemental resource to be used in conjunction with the lesson: Unit Two: 1920s (Industrial Nation: Workers and Products on the Move). In this lesson, students investigate how the United States was dependent on railroad commerce and how the railroads contributed to racial inequality.
In this lesson, students investigate how the United States was dependent on railroad commerce and how the railroads contributed to racial inequality.
Students learn about the political, economic, and geographic regional differences that led to conflict in the United States through map sketches, primary sources, problem-solving and points of view.
Students gain a better understanding of geographic tools and their application for interpreting information. Students learn about why the early colonists settled in the areas they did and the types of economic patterns that emerged due to the physical environment. In the process, students differentiate between different types of regions and how they may develop based on human actions or their physical geography