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 activity, students watch a short clip from the ASHP documentary 1877: The Grand Army of Starvationto learn about the impact of railroad expansion on Americans and the nation as a whole. After watching the clip, students complete the “Technological Turning Points and their Impact” worksheet in order to examine the positive and negative effects of the railroad.

This lesson will help students understand just how the car came to occupy such a central position in American life. First, students will learn about Henry Ford, whose innovations transformed manufacturing and made automobiles affordable for virtually all Americans. Second, students will be asked to think about the different ways in which the automobile changed American society.

In this lesson students will learn about Henry Ford, whose innovations transformed manufacturing and made automobiles affordable for virtually all Americans. Second, students think about the different ways in which the automobile changed American society. Objectives 1.To introduce students to the technological innovations that contributed to mass production of the automobile. 2.To show how mass production allows large numbers of Americans to afford an automobile. 3.To demonstrate the short- and long-term cultural effects of widespread automobile ownership on the United States.

In this lesson, students work in cooperative groups to prepare presentations on business organization and Big Business during the second part of the Industrial Revolution (1860-1910) in the United States.

This lesson highlights the changing relationship between the city center and the suburb in the postwar decades, especially in the 1950s. Students will look at the legislation leading up to and including the Federal Highway Act of 1956. They will also examine documents about the history of Levittown, the most famous and most important of the postwar suburban planned developments.

In this lesson, students will analyze editorial cartoons that will enable them to explain the abuses of big business and determine the effects of their abuses. Students will identify the role of labor unions in
American society and better understand the role of government in the free enterprise system.

A chapter from The American Yawp open source history textbook focusing on, "Capital and Labor."

In this activity, students analyze a comic strip from the early 1900s. The image serves as a jumping off point for further discussion of the rapid rise of mass popular culture in American cities in the early 20th century. As an extension, students can be asked to research and write a short report on another example of 20th century visual culture that explores some of the same themes.

In this activity, students use primary source documents in order to respond to this statement: "Assess the social, political, and economic impact of the development of the Federal Interstate Highway System from 1940 to the mid-1960s." Students will write an essay based on their analysis of the documents.

In this lesson, students will explore F.D.R.'s New Deal programs through reading, discussion, and artistic presentations to classmates.

This presentation is intended for use with the lesson plan "F.D.R. and the New Deal." In this lesson, students will explore F.D.R.'s New Deal programs through reading, discussion, and artistic presentations to classmates.

In this lesson, students gain an understanding of economic inequality in the United States and other countries.

I have created a Google sites website that provides students with the opportunity to explore the American Industrial Revolution on their own. I am currently employed at an alternative education high school and am going to be using this site to let the students complete the tasks independently. I am still working on the concrete structure of the unit to help with the flow of the unit. I have included a study guide, assessments, projects and other various assignments.

In this lesson, students create a digital (or paper/pencil) representation of a civil rights character from history.

With this digital collection, students will explore the idea of the Wild West and its influence on American identity in order to answer the following questions: How has the West been imagined as both America’s manifest destiny and a wild frontier? In what ways do American Indian art and literature challenge these popular narratives of the West?

In this lesson, students will understand the economic, environmental, societal effects that various inventions had upon the population by researching key figures, events, documents, maps, photos, videos, and recordings. This project-based learning lesson plan attempts to develop collaborative and communicative skills as well as higher order thinking by having students work together on teams to research the industrial revolution using primary and secondary sources. They will then create a product or presentation that answers the driving question and present their work to the class.

In this activity, students use primary source documents in order to assess the validity of this statement: "Industrialization improved the political, social, and economic quality of life of the American farmer and industrial worker between 1875 and 1910. Students will write an essay that reflects their interpretation of the documents.

This inquiry uses the Industrial Age as a context for students to explore the compelling question "Is greed good?" In the Taking Informed Action sequence, students investigate the present-day issue of wealth inequality in the United States and whether or not government action on the issue would be worthwhile.

This lesson will introduce the students to the challenges of American foreign policy in the late 19th century and specifically to the political debate over whether the United States should acquire further territory and/or become a European-style empire.