In this curriculum unit, students will explore the question: What was life, particularly the writing life, like for an American woman before, during, and after the founding of our nation? Using Abigail Adams's correspondence and diaries, students will explore primary source documents to learn about the historical, cultural, and ethical role of women in early America. Students will analyze the works of Mrs. Adams and other women, create a diary as if they lived during the time period, write essays comparing their lives to that of an 18th century New Englander, and produce a historical film containing scenes from the life of Mrs. Adams. The unit includes transcribed primary sources, numerous worksheets, and detailed homework assignments.

In this lesson, students will: 1. Review and understand multiple perspectives of slavery (the slaves' point of view, the abolitionist point of view and the view of the slave holder). 2. Learn three abolitionist leaders and their contribution to the movement against slavery. 3. Read and interpret primary documents having to do with the abolitionist movement. 4. Demonstrate understanding of primary documents through written assessment.

In this activity, students will complete a close reading of the Gettysburg address by using the strategy called SOAPSTONE.

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.

Students will learn about the roles of African Americans in Congress during Reconstruction. Through their participation in class discussion and the review of primary sources, students will explore the political climate and changes that took place during Reconstruction. Students will focus on the legislation that restricted and advanced the rights of African Americans throughout this period, examining how African American men were able to gain representation in Congress. Through creation of and participation in a group teaching activity, students will focus on the important roles these African American legislators filled. Access the PowerPoint to accompany this lesson here: https://database.civics.unc.edu/files/2012/10/AfAmUSCongressReconstructionPPT.pdf

Students will learn about Princeville, NC, the oldest town in the United States incorporated entirely by African Americans. Students will learn about the challenges that faced newly freed slaves.

Essential Question
What was life like for a black middle class family in the early 20th century?

Objective
1. To list some of the values and objectives of the black middle class at the beginning of the 20th century;
2. To outline efforts made by Dr. Pope and other African Americans to gain civil rights in the years before the modern Civil Rights Movement of the 1950s and 1960s;
3. To identify the attributes that helped Dr. M.T. Pope succeed as an African-American entrepreneur and citizen;
4. To research how race relations shaped their community, past and present.

Background
Time Period: 1880-1920
Topics: This lesson could be used in teaching units on African-American history--including themes on segregation, the Jim Crow era, the growth of the black middle class, and the beginning of the movement for civil rights in the early 20th century.

Understanding the Patriot attitude toward the British monarchy is helpful in understanding the Founders' reluctance to have a strong executive under the Articles of Confederation as well as their desire to build in checks of executive power under the Constitution.

In this lesson, students will consider the strategies Ida B. Wells deployed to raise awareness of social problems and weigh the effectiveness of nonconformity to address a specific audience. Students will use Wells' story to write about a personal experience of conformity or non-conformity.

In this lesson, students will understand excerpts from an autobiographical work and retell scenes from the book. They will also collaborate to convert segments of the text into dialogue, creating a brief play about Susie King Taylor's involvement in the Civil War.

In this interactive online activity, students will review and analyze the founding documents of the United States and understand Benjamin Franklin's contributions and connections to these founding documents. For the conclusion, students will choose the three most important documents that Franklin helped to shape, and reflect on the impact of the founding documents.

This collection of primary resources and corresponding activities sheds light on the endurance of peaceful protesters in Montgomery, Ala., who overturned an unjust law.

This inquiry provides students with an opportunity to explore how words affect public opinion through an examination of Harriet Beecher Stowe's novel Uncle Tom's Cabin. Students will investigate historical sources related to the novel and reactions of people in the North and South in order to address the compelling question "Can words lead to war?" The final summative assessment asks the to make an argument about the impact of the words in Uncle Tom's Cabin.

Students will complete a series of activities including reading articles and primary sources, watching films and videos, and completing online and collaboartive activities. 

In this lesson, students will read letters written during the Civil War. Referring to their knowledge about the Civil War, they’ll develop a clear understanding of the message of the letter. They will edit the letters for mechanics and create a dramatic reading based on their letter. Then students will create their own Civil War dramas, using a fictional letter they create.

If students take away anything from Remarkable Journey, it is hopefully the incredible ways the Indian community has contributed to the progress, growth, diversity and richness of the state of North Carolina. In this activity (best conducted after students have been exposed to multiple clips or the entire film,) students will consider all that they have learned about India and its people then create movie poster for Remarkable Journey that they think best highlights these themes.

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.

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 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 familiarize themselves with some basic facts about India that highlight its diversity. Students will then view excerpts from (or the entirety of) Remarkable Journey and utilize the film’s information as a jumping off point to learn about various aspects of Indian culture (food, music, film, clothing, dance, and religion.) Yet, despite such diversity, Asian Indian immigrants to North Carolina, fellow strangers in a strange land, often rely on their shared roots to build new and unified communities. Students will discuss this concept then use their discoveries to create a mural that exemplifies the theme: "India: Unity in Diversity."