In this lesson, students are introduced to the importance of consumerism in the 1920s and recognize the connections between commodities and culture in the American past and present.

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.

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 create a virtual exhibit that chronicles the journey of the black people during the Great Migration.  Students will use Book Creator in order to create their “exhibit”

 Students, in groups of three, will research the different groups that were involved in the Vietnam war (Vietcong, American soldiers, American press, War Hawks, Anti-War Doves). They will find primary sources and create a summary that reflects their specific group’s perspective on the war. Each group will be required to conduct an “interview” that represents how their specific group was affected by war. Project requires students to already know some type of primary source breakdown strategy. I use SOAP (Speaker, Occasion, Audience, Purpose) in order to break down these primary sources. 

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 analyze Jim Crow laws, a state constitution, literacy tests, poll taxes and voting eligibility affidavits to evaluate how these tools enabled states, especially in the south, to avoid recognizing the rights of African Americans.

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.

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 use editorial cartoons dealing with women’s issues and the Equal Rights Amendment in order to determine some of the major aspects of this social movement. They will discuss political cartoons in groups to identify stereotypes, symbols and text, determine their effectiveness, and then present their findings to the class.

In this activity, students study a photograph and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

In this lesson, students examine milestones and challenges in the movement for women's rights. A set of discussion questions is provided. In an associated activity, students will discuss equality between males and females in education, drawing on their own experiences.

This assignment could be used at any point during the American History 2 course. It would most logically fitduring the discussion of the 1920s or the 1960s.The first 20 years are grouped due to the similar roles women played.Things to discuss in your class. What is the average woman? Which women should you focus on? AfricanAmerican, White, Hispanic, Asian, Native American, northern, southern, rural, urban, poor, middle class, rich,old, or young .Due to the time frame analyzed here, this packet is focused on White and African American women. Things todiscuss. Is this packet a realistic depiction of how history views women, given that it is so heavily descriptive ofthe white woman’s experience?

In this activity, students read a series of primary source documents, including the 1872 print "American Progress," that depict the social, political and cultural conflicts between settlers and Native Americans during the 19th century. Then, working in small groups, students will consider the events from the perspective of Native Americans, and create an illustration to counter George A. Crofutt's famous print of "American Progress" moving across the Great Plains.

In the late 1940s and early 1950s, relations between the United States and the Soviet Union had deteriorated to the point of "cold war," while domestically the revelation that Soviet spies had infiltrated the U.S. government created a general sense of uneasiness. This lesson will examine the operations of House Un-American Activities Committee (HUAC) in the late 1940s.

This lesson asks students to explore the various roles that Eleanor Roosevelt took on, among them: First Lady, political activist for civil rights, newspaper columnist and author, and representative to the United Nations.

This collection offers a brief video introduction into the March on Washington in 1963, which brought national attention to many of these issues, and asks students to analyze a photograph and three artifacts from the March. Students will answer the question "What problems did participants in the March on Washington aim to solve?" and consider how these issues continue to have relevance in the United States today.

A chapter from The American Yawp open source history textbook focusing on, "The New Era."

This Educator Notebook provides information on Women’s History in North Carolina for teachers to use as a resource, either as stand-alone units, or integrated into standard curriculum. Included is research from museum curators and educators, and articles published in the Tar Heel Junior Historian magazine which are written for students in grades 4-12. Lesson plans and suggested activities complement many of the topics. Adaptable to multiple ages, they meet curriculum goals set forth by the NC Department of Public Instruction and connect to classes in national and world history, geography, economics, and the arts, and can be part of any unit of social studies. This resource's link takes you to a very short form that gives you free downloadable access to the complete PDF book.