Containing more than 50 articles from the award-winning Tar Heel Junior Historian magazine and over 40 lesson plans, this multidisciplinary Educator Notebook will enrich your exploration of North Carolina and American history with diverse perspectives. This resource's link takes you to a very short form that gives you free downloadable access to the complete PDF book.

This is a research activity or research project that connects our students to past historical figures. Students will evaluate the motives, ideas, and effects of their influencer's choices and actions through a historical thinker lens. Higher level thinking, open ended questions will help guide students to understanding how an individual can influence society and ultimately, a revolution.Students will use a cell phone template to create a social media "post" describing their influencer's impact in the American Revolution.

 This is a hands-on project that uses George Orwell's novel, Animal Farm, as the touchstone text. Students work in groups to construct a functioning windmill that can generate electricity. Each student has a role based on the characters in the book. There are also segments of the project that focus on extracting key information from the text.

In this lesson, students will use their creativity to create a visual representation of a human right that is important to them. The lesson meets NCDPI global education goals such as recognizing perspectives, communicating ideas and taking action (through creation of their poster). Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will learn about the history of human rights around the world and why they became so important to the world. The lesson focuses on the NCDPI global education components of investigating the world and recognizing perspectives as students consider why certain human rights came to be added to the Universal Declaration of Human Rights. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will work in groups to read about a variety of rights/issues around the world and make connections between those scenarios and the Universal Declaration of Human Rights. Students will also reflect on visual literacy skills and how images can portray human rights issues. In the lesson students will participate in activities that encourage them to meet NCDPI global education goals including investigating the world, recognizing perspectives and communicating ideas. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will learn about North Korea and what life is like in the country. Students will also begin to identify human rights issues within North Korea. Students will meet NCDPI global education goals such as investigating the world, recognizing perspectives and communicating ideas in their reflection. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students learn more about shoes of the past and shoes of the future by learning about Chinese foot binding and Nike shoe designer Tinker Hatfield before working collaboratively with a partner or group to create a shoe of the future that has a greater purpose using manila paper, scissors, and tape. Students will view and discuss Nike ads from Japan and Kenya before designing their own advertisement to "sell" their new design to the class. This lesson was developed by Laura Mitchell as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

This lesson will introduce students to the History the Nutcracker Ballet by P.I. Tchaikovsky. They will learn and listen about History the Nutcracker Ballet by P.I. Tchaikovsky through the resources provided. 

In this multi-day lesson, students will study the function and use of Tji Wara crest masks of the Bamana people of Africa. Using the masks as an example, students will develop a cultural study of their personal talents to create their own crest masks. Students will then choreograph a dance to go with their mask. Essential questions asked:
What are Bamana Tji Wara crest masks? In creating a crest mask of my own, how can I show what I am good at? How do I make choices to include in my choreography?