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.

In this lesson students analyze a propaganda poster, a photograph, and a poem to understand the tensions unleashed by the entry of African Americans into the industrial workforce during World War II.

In this lesson, students will explore the complicated period of the conflict in Vietnam, focusing on the role of African Americans in the war as well as on the discrimination they simultaneously faced at home. Through class discussion, examination of an anti-war comic book, exploration of political cartoons, and review of a less famous speech by Martin Luther King, Jr., students will study the various African Americans who protested the Vietnam War as well as their reasons for doing so.

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 North Carolina's little known eugenics program, as well as explore the constitutionality of state mandated sterilization by reviewing the NC Supreme Court case, In re Moore. Stidents will culminate this lesson by making recommendations on how the state should make amends for the program's past controversial actions, as well as examine actual consolation recoomendations recently made by the North Carolina's General Assembly.

In this lesson, students review the history of lynching in America and how the NAACP led the fight to pass a federal anti-lynching law. A set of discussion questions is provided. In an associated activity, students create, layout, and publish an opinion/editorial page for a 1934 newspaper on the topic of lynching.

Students explore the right to education and the battle that ensued to end centuries of unequal opportunities for African-Americans.

In this lesson, students will analyze three different speeches from the civil rights movement during the 1950s and 1960s. Students will be allowed to choose between three different speakers (JFK, MLK, and Malcolm X) in order to decipher different views on civil rights and liberties in America.

In this lesson, students will use editorial cartons dealing with the American Civil Rights movement in order to determine some of the major aspects of this social movement. They will discuss a pair of cartoons in groups and present their findings to the class.

This assignment will allow students to dig deeper into a theme/lens of American History 2.  This can be adapted to work with any time period or extended to last the entire semester to see change over time.  Students will incorporate research and writing, technology, and even art.  Students will research the time period through one of the following lenses: Conflict/War, Technology, Government and Policy, American Dream, American Identity.  For use with other units or time periods you could include Business and Economy.Students will create a webpage on a Google Site created by the teacher.  Students must include on their page a summary of their topic, a timeline, a student created video, and a student created visual.

In this lesson, students will take a survey on white and male privilege that explores race and gender inequality. They will then compare and contrast the experiences of African American and white women facing discrimination in the 1950s and 1960s. In a culminating activity, students will then research current areas of discrimination and formulate an anti-discrimination campaign.

In this activity, students use primary source documents to assess the validity of this statement: "The Supreme Court's decision in Brown v. Board of Education paved the way for a new level of justice for all Americans," with reference to political, economic, and social developments during the last three decades of the twentieth century.

With this digital collection, students will explore the questions What is dissent? and What role has dissent played in the development of American democracy? The collection of documents are case studies representing four different aspects of dissent. These case studies, in their variety, allow us to consider the different forms that dissent might take, and the different paths that these movements could follow within national history.

In this lesson, students will read and analyze primary source documents that relate information about the March on Washington. Then, they will write a persuasive essay using evidence from the documents.

This unit addresses the development of women’s rights in the United States. It begins with an overview of women’s roles in the nineteenth century, then moves to a discussion of the fight for women’s suffrage, and concludes by looking at the ultimately failed battle to ratify the Equal Rights Amendment. Students will interpret primary-source documents such as a legal ruling, cartoons and a painting using a Primary Source Analysis Worksheet that teaches them to approach such materials systematically. Throughout the lesson, the students work on detecting the perspectives of various figures and groups in U.S. history in terms of their views on the role of women in society. In particular, the lesson addresses the backlash against the civil and women’s rights movements of the 1960s, focusing on the figure of Phyllis Schlafly and her group, “Stop ERA.”

Students will analyze documents pertaining to the woman suffrage movement as it intensified following passage of the 15th Amendment that guaranteed the right to vote for African American males. Documents were chosen to call attention to the struggle's length, the movement's techniques, and the variety of arguments for and against giving women the vote.

Students will hear stories from former civil rights activists, analyze what motivated students to join the movement, what their experiences were like, and consider the relevance of this history today.

The American civil rights movement incorporated a variety of cultural elements in their pursuit of political and legal equality under law. This lesson will highlight the role of music as a major influence through the use of audio recordings, photographs, and primary documents. Students will participate in their own oral history, examine lyrics, and work with case studies such as the Freedom Rides to gain an appreciation of how music influenced the early 1960s.

In this lesson, students will identify how Common's rap song "A Dream" and Walter Dean Myers's short story "Monkeyman" reinterpret Martin Luther King Jr.'s dream of nonviolence. Students will delve into a text-based discussion on characterization and conflict, as well as compose an essay on the Six Principles of Nonviolence (rubric available).

With this digital collection, students will review documents that focus on neighborhood and community life for workers such as the ones Sinclair portrays in The Jungle. Students will consider the following essential questions as they review the documents: 1. What did it mean to live in the neighborhood of the Union Stock Yard around 1900? What conditions did workers experience outside of the packing plants, in their homes and streets? 2. How did the Back of the Yards neighborhood compare to other Chicago neighborhoods at this time? In what ways was the neighborhood connected to or cut off from the rest of the city? 3. Who lived in Back of the Yards around 1900? What was the neighborhood’s demographic makeup? 4. How did researchers and reformers approach the stockyard neighborhood? What problems did they identify? What solutions did they propose? Does it matter that, like Sinclair, they came from outside the communities they wanted to change? 5. In what ways do the documents created by sociologists and urban reformers reframe or complicate Sinclair’s representation of the lives of meatpacking workers?