Why did the German people and the rest of the world allow the Nazi dictatorship to establish itself, label certain groups as "different" or "human", remove individual rights and freedoms from those groups, and violently persecute those sections of society? In this lesson, students explore these questions and more as they use the Holocaust as a context for exploring the dangers of remaining silent, apathetic, and indifferent in the face of oppression of others.

In this lesson, students will gain an understanding of the tensions that existed among world powers during the Cuban Missile Crisis. After participating in a mock air-raid, students will listen to the actual speech President Kennedy gave during the Crisis to address the Soviet threat coming from Cuba, and discuss the implications for American citizens during the period. Finally, students will compose a letter to Khrushchev from the perspective of the President, indicating how they believe a resolution could be reached.

In this lesson, students will define propaganda and study the various types of propaganda techniques. After viewing an assortment of World War II propaganda across different mediums (posters and videos), students will create a piece of World War II propaganda. There is also an optional viewing guide for the Nazi propaganda film, "Triumph of the Will."

According to Patricia Hill Collins (2009), many of us see democracy as a thing, a finished product manufactured in the west that advanced capitalist societies can give to the less fortunate. In this lesson, students will explore the concept of democracy and begin to understand that democracy is a process, a way of building community and getting business done.

In this lesson, students will learn about Durham's Hayti community, which was once one of the most unique and successful black communities in America. Through reading, class discussion, and examination of the UNC-Chapel Hill Digital Innovation Lab's digital history project "Recovering Hayti", students will learn how Hayti flourished from the 1880s to the 1940s and became known as the "The Black Capitol of the South." Students will then place themselves in the year 1958, when the Durham Redevelopment Commission was formed and proposed a plan to "renew" Hayti, which had fallen into disrepair by the 1950s. Students will participate in a mock public hearing in which they grapple with the pros and cons of the urban renewal proposal and ultimately, they will decide whether or not to implement the plan. Afterwards, students will explore the actual decision made to implement the renewal plan, as well as the impact urban renewal had on Hayti.

Students will explore the first five settlements during the colonization of North America. In groups, students will research an assigned settlement then prepare a skit to teach classmates important information about that settlement. Students will culminate the lesson by creating either a letter to the King/Queen requesting a colony charter or a poster for recruiting settlers to their existing colony.

In this lesson, students will review major economic topics by applying the principles to a popular movie or television show of their choice.

Through images, reading, and class discussions, students will learn about the Edenton Tea Party, one of the earliest organized women's political actions in United States history that occurred in 1774 in Edenton, North Carolina. Students will then exhibit their understanding of the event by creating an invitation that combines artistic and creative measures with the learned facts of the protest. A brief quiz is available with an answer key

In this lesson, students will learn about the work of Eleanor Roosevelt and read letters written to her by children living during the Great Depression. Students will apply their acquired knowledge creatively by assuming the role of Eleanor Roosevelt and responding to a letter of their choice.

In this lesson, students will learn about the role of county commissioners in local government. After identifying the ways counties can elect commissioners, they will work in groups to rank county priorities and develop a political platform for a county commissioner running for election. Finally, the class will explore the local campaign process by participating in a mock county commissioner election.

Students will examine the purpose, function, origin, and historical development of the Electoral College in order to gain a better understanding of how Americans elect the President. Students will then evaluate issues of fairness and representation with regard to the Electoral College. Finally, students will participate in a class debate over the pros and cons of the current system.

Students will explore the question "What is an American" through both historical and modern lenses, discussing how the concept of American identity and the American Dream has evolved over time. Through a power point presentation, class discussion, reading historical and modern interpretations, and completing an art project, students will gain an understanding of the emergence of an American identity.

In this lesson, students will explore the origins of the two-party system in North Carolina with an emphasis on the rise and fall of the Whigs. They will describe changes in each party and explore issues of pressing concern in North Carolina from the early 1800s to the beginning of the Civil War.

In this lesson, students will explore the governmental power of eminent domain and gain an understanding of its relationship to the Fifth Amendment's protection of private property. Students will watch a DVD about the Supreme Court case Kelo v. City of New London and then participate in a city council simulation based on the case. By studying the Kelo case and its impact on the nation, students will gain a deeper understanding of the conflicting interests involved in eminent domain cases.

In this lesson, students will learn about the armistice that ended of World War I and the Paris Peace Conference, which decided the fate of post-WWI Germany. A short PowerPoint centered discussion introduces students to the armistice and various national reactions to it. Students then assume the roles of one of the "Big Four" leaders at the Paris Peace to debate the fate of post-war Germany and create their own version of the Treaty of Versailles. Finally, students compare their Treaty of Versailles with the actual Treaty and then make predictions about its effects on the post-World War I world.

This presentation is intended for use with "Ending the War to End All Wars." In this lesson, students will learn about the armistice that ended of World War I and the Paris Peace Conference, which decided the fate of post-WWI Germany. A short PowerPoint centered discussion introduces students to the armistice and various national reactions to it. Students then assume the roles of one of the "Big Four" leaders at the Paris Peace to debate the fate of post-war Germany and create their own version of the Treaty of Versailles. Finally, students compare their Treaty of Versailles with the actual Treaty and then make predictions about its effects on the post-World War I world.

In this lesson, students explore major events occurring at the end of World War II, including the bombing of Pearl Harbor, the forced relocation of Japanese Americans into internment camps, and America’s use of atomic weapons against Hiroshima and Nagasaki. Students will explore primary sources, read poetry and a narrative, and discuss the US government’s choices in depth while examining the affect on America, Japan, and the world community at large.

In this lesson, students will examine Lucas v. South Carolina Coastal Council and learn about regulatory takings. Students will then participate in small group simulations of the Coastal Resources Advisory Council and explore a local issue related to the Lucas case. Teachers may also choose to team up with a science teacher to further study the environmental issues facing coastlines.

In this lesson, students will learn about the Equal Protection Clause of the U.S. Constitution through a documentary about Romer v. Evans. Students will consider the constitutionality of special legal protections that are afforded members of some minority groups in an effort to achieve equality. They will also learn about the mechanics of state politics, including the interactions between governors, special interest groups, state citizens, and the judiciary.

In this lesson, students will learn the major tenets of the Bayard v. Singleton case in North Carolina and how it established a precedent for the United States Supreme Court's decision in Marbury v. Madison. Students will learn about both cases through guided notes, film clips, and discussion. Students will then compare the cases to one another, illustrating their final understanding by creating a creative and educational rap or Haiku.