This online textbook is designed for grade 8 and up and covers all of North Carolina history, from the arrival of the first people some 12,000 years ago to the present. There are eleven parts, organized chronologically, a collection of primary sources, readings, and multimedia that can be rearranged to meet the needs of the classroom. Special web-based tools aid reading and model historical inquiry, helping students build critical thinking and literacy skills.

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.

Albion W. Tourg spent his lifetime (1838--1905) dedicated to fighting for equality and justice, during a period when rights for many were severely restricted or entirely denied. In this lesson, students will learn about the life and contributions of Albion Tourg through class discussion, reading, and group work.

In this lesson, students analyze the arguments used by Alexander Hamilton and Thomas Jefferson regarding the role of the government in managing the economy.

Through decades of strife, and often at the risk of their lives, brave people joined forces as anti?slavery activists and fought for justice despite powerful opposition. In this lesson, students will explore the American abolitionist movement through reading, discussion, and analyzing various primary source documents.

Students will learn about the events leading up to the Revolutionary War and develop an understanding of the causes of Patriot resentment of the British. Students will experience emotions similar to those felt by colonists by participating in an experiential activity. They will then represent various opinions of the time by creating a political cartoon focused on a particular event, tax, act, or law.

In this lesson, students will compare/contrast the information in their textbook about Andrew Jackson to political cartoons of the era. Students will identify symbols, allusions and stereotypes used in these cartoons and infer the intended message and tone of the Jackson era cartoons. Students will also identify any biases in the cartoons and check for historical accuracy, and then formulate their own opinion about the Jackson Administration. As a culminating activity, students will write an opinion essay that articulates their personal stance on Andrew Jackson’s character, using proper writing conventions.

Biotechnology is a large scientific field that uses research tools from chemistry and biology to study or solve problems, including human disease. Biotechnologies may be used to study the genetic material of viruses and bacteria to determine whether a disease is caused by particular disease-producing agents. Its techniques are also used to understand how genetic factors contribute to human disease. The information gathered in research can be used to develop diagnostic tests that enable speedy detection and identification of a disease so that an appropriate treatment can be developed. It can also help doctors screen their patients' genomes (all of an organism's genes) for existing diseases or a predisposition for diseases such as cancer.The standards for the Biotechnology Research and Development Pathway and related courses apply to occupations and functions in biotechnology research and development that apply primarily to human health. The standards specify the knowledge and skills common to occupations in this pathway. Students participating in a strong, industy-driven Biotechnology program can expect to conduct research using bioinformatics theory and methods in areas such as pharmaceuticals, medical technology, biotechnology, computational biology, proteomics, computer information science, biology and medical informatics. Additionally, students may use extended technologies to design databases and develop algorithms for processing and analyzing genomic information, or other biological information pertinent to this field.

In this activity students read a list of laws regulating Africans and African Americans and a servant's indenture contract from colonial New York. Then students find evidence in the primary sources to support a series of statements about the differences between slaves and servants in the period. This activity includes scaffolds and vocabulary support for students with literacy challenges.

In this activity, students use primary source documents in order to assess the validity of this statement, with regard to diplomacy, religion, and commerce: "From 1607 to 1763, Indian/white relations in colonial America shifted from mutual dependency and cooperation towards conflict and tension." Students will write an essay based on their analysis of the documents.

In this activity, students use primary source documents in order to answer this question: "To what extent did colonial encounters with Native Americans from 1607 to 1763 shape a unique American identity?" Students will write an essay based on their analysis of the documents.

Students will identify the major transcontinental railroad routes planned in the 1850s and subsequently constructed. They will also identify and weigh the relative importance of the major geographic, economic, and political factors that influenced transcontinental railroad construction.

This lesson draws a connection between the threat of smallpox during the Revolutionary War and the influenza pandemic during World War I. In this lesson, students will utilize educational technology to consult primary, secondary, and tertiary sources in the completion of a webquest. Writing across the curriculum is a large focus of this lesson.

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.

The ability to express yourself well through writing and speaking are important skills that you will use throughout your life. We will be conducting historical inquiry and research while we develop these skills together. This way we will not simply be passive participants in absorbing information, but active participants in cooperatively learning how to process complex information to develop conclusions. We will typically do four projects involving short essays and one Topical Presentation project each nine weeks grading period. These will contain both individual and group components.

This resource is designed to assist students in understanding of the Eruopean explorers, who they were, what they did, and what impact they have on the modern world.  Students will watch brief biographgical videos from Bio.com and History.com about each explorer to complete the questions on the graphic organizer.

James Madison, who had urged that Congress be given power to build roads and canals at the Constitutional Convention, vetoed a bill providing for the building of roads and canals. With this act, Madison demonstrated a strict interpretation of the Constitution’s enumeration of Congress’s powers by vetoing the “Bonus Bill” in his last official act as President in March of 1817. Students read a narrative and answer analysis questions.

As the United States acquired land and new states formed, the balance of power between the free and slave states needed to be addressed.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

In this lesson, students will explore original source materials illuminating the suspension of the writ of habeas corpus during the Civil War. At the end of the lesson, students will be able to assess the impact of governmental action during military crises on American concepts of civil liberties and on habeas corpus, in particular.

This reesource is designed to assist students in understanding immigration and determining reasons for an individual to relocate to another country, how an indvidiual would prepare for the relocation, and what items would be important for that relocation.Students will begin by  listing 10 ways they would prepare fhe relocation to another country,, focusing on what skills and habits they shoud learn prior to leaving.  They will state the reason for each skill.They will then begin listing up to 20 items they would pack to take with them to their new life, stating reasons for each. The graded  portion of the project will include a power-point summary activity of the list, and the list itself.