Amanda Wiehler
Suzanne Mills
ECI 435: Methods and Materials for Teaching Social Studies in the Middle Grades
Competency Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
Day 1: 4 regions, 100 counties: Where do you live?
-Mapping the land of North Carolina. (1.01)
Day 2: Where do you think the richest soil is in North Carolina?
-An introduction to the regions of North Carolina. (1.01)
Day 3: Water, Water Everywhere!
-The ocean, rivers, and lakes of North Carolina. (1.01)
Day 4: Dr. Elisha Mitchell, what is named in your honor?
-A brief look at the mountains of North Carolina. (1.01)
Day 5: Take a step back in time: Who were the Tuscarora, Catawba, Algonquin, and Cherokee Indians. (1.02)
Day 6: How would you feel living in a straw house? How about growing your own food?
-The village life of the Native Americans. (1.02)
Day 7: Would you visit the medicine man?
-The belief systems of the Native Americans. (1.02)
Day 8: Verrazano, Verrazano who did you meet? De Soto, De Soto what did you find? Pardo, Pardo what did you leave?
-The when, where, and who of the first European explorers. (1.03)
Day 9: Sir Walter who? What did the English do?
-An introduction to the expedition of the New World. (1.03)
Day 10: Two sailors, one mission
-The first attempts to settle North Carolina. (1.03)
Day 11: Lost, but not forgotten
-The importance of the Lost Colony during European settlement. (1.03)
Day 12: What did you have for breakfast?
-The influence of the Columbian Exchange on our diet. (1.04)
Day 13: Columbus Day – A day of celebration or a day of mourning?
-Examining the controversy over the Columbian Exchange. (1.04)
Day 14: Which land will they control?
-The Carolina Charter and the fight for the Carolina Colony. (1.05)
Day 15: Thirteen is the lucky number
-A brief look at the English Colonies. (1.05)
Day 16: You call yourself a what?
-An introduction to the Quakers and their religious faith. (1.05)
Day 17: The ugly side of the Lords Proprietors
-The Culpeper’s rebellion and the significance to the North Carolina colony. (1.06)
Day 18: Ah hoy matey! I am Edward Teach, North Carolina’s famous pirate, what is my alias?
-The first towns in the colony of North Carolina. (1.06)
Day 19: Oh, the Tar Heel State, why such a name?
-The settling of the Cape Fear area and the significance of the Moore Family. (1.06)
Day 20: North Carolina was bought? By who was the state bought?
-An introduction to George II and the first royal governors. (1.06)
Day 21: Good-bye old, hello new!
-The beginnings of the new royal colony. (1.06)
Day 22: The French, or the English? Who lost? Who won?
-The general effects of the French and Indian War on North Carolina. (1.06)
Day 23: Who traveled the Great Wagon Road?
-The newcomers who came to North Carolina through immigration. (1.07)
Day 24: Why North Carolina? What is wrong with Virginia, South Carolina, or Georgia?
-The reasons for immigration to North Carolina. (1.07)
Day 25: The community of Wachovia: Wait, do you mean the bank?
-A brief introduction of the Moravians in North Carolina. (1.07)
Competency Goal 2: The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.
Day 26: “Tis mine!” “Pas, lappartient `a moi!” “Nagad`an”
-Europe at war to claim the New World. (2.01)
Day 27: The cost of war – who should pay?
-England’s debt after the French Indian War. (2.01)
Day 28: The Regulators – Heroes or Terrorists?
-The effect of the Battle of Alamance on North Carolina. (2.01, 2.02)
Day 29: They love me, they love me not…
-The breakup of England and the colonies. (2.01)
Day 30: Taxation without representation, or trade without regulation?
-Exploring the economics behind the colonial uprising. (2.01)
Day 31: Are you a Loyalist or a Whig?
-Division among brothers in the colony of North Carolina. (2.03)
Day 32: First in Freedom
-The Mecklenburg Declaration – fact or fiction? (2.03, 2.05)
Day 33: “Enlist in Lord Dunmore’s Ethiopian Regiment!”
-The loyalty dilemma of slaves during the Revolution. (2.02)
Day 34: “King George and Broadswords!”
-How the Battle at Moore’s Creek pushed North Carolina toward
Independence. (2.01, 2.03)
Day 35: I am woman, hear me roar!
-The contributions of women during the Revolutionary War. (2.02)
Day 36: This land is our land
-The plight of the Native Americans during the Revolutionary War (2.02)
Day 37: A blueprint for the Declaration of Independence
-The significance of the Halifax Resolves. (2.03, 2.05)
Day 38: Sign on the dotted line
-Hooper, Hewes and Penn; North Carolinians who signed the
Declaration of Independence. (2.03, 2.05)
Day 39: Independence – it just makes Common Sense
-Thomas Paine’s little book and its huge impact. (2.04, 2.05)
Day 40: “All political power is vested in and derived from the people only.”
-Examining North Carolina’s Constitution of 1776. (2.05)
Day 41: George Washington: The Man, The Myth, The Legend. (2.02)
Day 42: The mouse that roared.
-The Battle of King’s Mountain and its effect on the war. (2.03, 2.04)
Day 43: What does a field used for grazing cattle, a river named Dan, and a small
town named after a courthouse have in common?
-Tracing the road through North Carolina to independence. (2.02, 2.03)
Day 44: War and Peace
-England’s difficult role during the Revolution (2.04)
Day 45: Distance does not make the heart grow fonder
-The role logistics played in the war of American Independence. (2.04)
Day 46: About that little misunderstanding a few years back…
-The colonists receive help from an unlikely source. (2.04)
Day 47: Treaty? What treaty?
-Exploring the relationship between France and America at the end of the war. (2.04)
Day 48: We demand our rights!
-A look at North Carolina’s reluctance to ratify the Constitution and the subsequent
Amendments made. (2.05)
Competency Goal 3: The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century.
Day 49: To be Federalist, or not to be Federalist, that is the question
-The importance of Jay’s Treaty in North Carolina during 1795-1796. (3.01)
Day 50: This influential leader lived in Warren County and was the only
North Carolinian to hold speaker of the house.
-The impact of Thomas Jefferson’s Louisiana Purchase. (3.01)
Day 51: We will all move west!
-The impact of the War of 1812 in North Carolina. (3.01)
Day 52: Once a colony, now a state
-The impact of the new capital in North Carolina. (3.02)
Day 53: What is a state without money?
-The decline of North Carolina’s economy during the late 1700’s. (3.02)
Day 54: Slow and steady improvement wins the state
-The importance of Murphey’s proposals for North Carolina’s economy. (3.02)
Day 55: How would you like to have class in a one room building?
-The impact of common schools in North Carolina. (3.02)
Day 56: Wake up North Carolina!
-The reasons why North Carolina was called the Rip Van Winkle state. (3.03)
Day 57: The Whig party, no not the hair party!
-An introduction to the Whigs and their influence in North Carolina. (3.03)
Day 58: All aboard! Follow the tracks to improvement
-The beginnings of development in North Carolina. (3.03)
Day 59: Mr. Jackson, what do you say?
-The reforms passed in North Carolina during the 19th century. (3.03)
Day 60: What does it mean to be free?
-The slave population in North Carolina during the 1800’s. (3.04)
Day 61: How would you feel working 14 hrs a day?
-African American life on the plantation (3.04)
Day 62: The pursuit for happiness…
-The introduction of the slave codes for African Americans. (3.04)
Day 63: True or False: There were free slaves in the South.
-The impact of Thomas Day in North Carolina. (3.04)
Day 64: We shall not be moved!
-The Native Americans fight for independence. (3.05)
Day 65: How would you feel being forced to move from the only home you knew?
-The relocation and movement of Native Americans. (3.05)
Day 66: What did they do? How can they be treated this way?
-The impact of the Indian Removal Act of 1830. (3.05)
Day 67: How did North Carolinian's feel about the removal of Native Americans?
-The various perspectives concerning the Indian Removal Act of 1830. (3.05)
Day 68: What can be worn as jewelry, and stored in a vault?
-The importance of mining in North Carolina. (3.06)
Day 69: Finders Keepers!
-The discovery of gold in North Carolina. (3.06)
Day 70: Could it have been in your backyard? Or could it have been on the school track?
-The gold mines in North Carolina. (3.06)
Day 71: We all need a change…
-The significance of the constitutional convention of 1835. (3.07)
Day 72: Who has the right to vote?
-The new amendments of 1835. (3.07)
Day 73: True or False: The new 1835 constitution allowed more religious groups to hold office.
-Political leadership after the new state constitution. (3.07)
Day 74: What would you want to learn?
-The beginning of public education in North Carolina. (3.08)
Day 75: Rip Van Winkle is awakening…
-Technological improvements in North Carolina (3.08)
Day 76: What do railroads and plants have in common?
-Industrial improvements in the 1800’s. (3.08)
Day 77: I want to learn too…
-Social improvements in North Carolina. (3.08)
Competency Goal 4: The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.
Day 78: Maintain the Union at all costs
-The election of Abraham Lincoln and its effect on the South. (4.01, 4.04)
Day 79: A Declaration of Southern Independence
-Examining South Carolina’s reasons for secession. (4.01)
Day 80: Slavery – A moral or economic issue?
-Analyzing the Missouri Compromise and the Kansas-Nebraska Act. (4.01)
Day 81: Unionist or Secessionist?
-North Carolina’s position on seceding from the Union. (4.01)
Day 82: Secession for self defense
-The Tar Heel contribution to the Confederacy. (4.01)
Day 83: Private Henry Lawson Wyatt – First to die?
-The facts behind North Carolina’s Civil War death toll. (4.03)
Day 84: Wilmington – Port of entry for the Confederacy
-A look at Blockade Runners, sailors, and getting supplies to the South. (4.03)
Day 85: While the cats away…
-Congressional members from the North get to work after the South secedes. (4.02)
Day 86: The price of war
-The economic impact of the Civil War on the South. (4.02, 4.03, 4.05)
Day 87: Freedom for slaves?
-Examining the Emancipation Proclamation. (4.02)
Day 88: “John Brown’s body lies a-mouldering in the grave”
-The Abolitionist Movement. (4.04)
Day 89: Leading the way
-Grant, Lee, and Sherman – West Point’s Finest. (4.04)
Day 90: “Sic Semper Tyrannis!” – J.W. Booth
-The conspiracy to murder President Abraham Lincoln. (4.04)
Day 91: The South surrenders, Reconstruction begins
-The conditions for welcoming the southern states back into the Union. (4.02)
Day 92: How the mighty have fallen
-The state of the South during reconstruction. (4.05)
Day 93: Ghosts of Confederate Dead
-The Ku Klux Klan and their campaign of terror. (4.05)
Day 94: Protecting Citizens Rights: Just as relevant today as during Reconstruction
-Assessing the Federal Government’s efforts to secure justice for
American citizens. (4.05)
Day 95: The Civil Rights Act of 1871
-The setting of a legal precedent. (4.02)
Day 96: The Panic of 1873
-How the nation’s failed economy led to the end of Reconstruction. (4.05)
Day 97: The more things change, the more they stay the same…
-A look at Jim Crow laws and their lasting impact on civil rights. (4.05)
Day 98: What if?
-Imagining the Reconstruction effort under President Abraham Lincoln. (4.05)
Competency Goal 5: The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.
Day 99: A building of drawers…
-The importance of the furniture market in North Carolina. (5.01)
Day 100: What can you see on a scenic drive to the beach?
-The tobacco industry in North Carolina during the 1900’s. (5.01)
Day 101: The boomin’ loom…
-The increase in textile production in North Carolina. (5.01)
Day 102: Where does your food come from?
-The role of agriculture in North Carolina. (5.01)
Day 103: School is in session…
-The impact of Aycock’s education plan and compulsory education in
North Carolina. (5.02)
Day 104: What is a black wall street?
-The conflict of segregation by African American North Carolinians. (5.02)
Day 105: Where would you live?
-The beginning of middle class suburbs in North Carolina. (5.02)
Day 106: What could $1000 a year buy?
-The impact of mill villages in North Carolina. (5.02)
Day 107: Ready or not North Carolina, here we come…
-The population growth in 20th century North Carolina. (5.03)
Day 108: Two men, one plane…
-Technological advances in North Carolina during the 20th century. (5.04)
Day 109: What has four wheels, does not have A/C, and does not have side windows?
-The impact of the automobile in North Carolina during the early 1900’s. (5.04)
Day 110: Lights on, lights off…
-The impact of electricity in North Carolina. (5.04)
Day 111: What does it mean to be literate?
-The Election of 1900 and the introduction of the Grandfather Clause. (5.05)
Day 112: True or False: African Americans and White Americans were segregated in public
places like schools and parks.
-Jim Crow laws in 20th century North Carolina. (5.05)
Day 113: What do you know about democracy?
-North Carolina during World War 1. (5.06)
Day 114: What would you plant in your victory garden?
-The support of North Carolinian's during World War 1. (5.06)
Day 115: Where did the money go?
-The effects of war in North Carolina. (5.06)
Day 116: The day has come when we can vote!
-The impact of the war on the U.S. Constitution in 1920. (5.06)
Competency Goal 6: The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina.
Day 117: Black Tuesday = The Great Depression
-Examining the causes of the Great Depression. (6.01)
Day 118: As America goes, so goes the world
-The United States’ influence on global economy. (6.01)
Day 119: Brother, Can you spare a dime?
-The effects of the Great Depression on the American People. (6.01)
Day 120: President Hoover, a “do-nothing” Administrator?
-Looking at Hoover’s response to the American economic crisis. (6.01)
Day 121: “I pledge you, I pledge myself, to a new deal for the American people.” – FDR
-The first 100 days of Franklin D. Roosevelt’s administration. (6.01)
Day 122: FDR’s alphabet soup – Good for some, bad for others
-The effects of the New Deal on North Carolina. (6.01)
Day 123: Ritz Cracker Mock Apple Pie
-How families managed during the Depression. (6.01)
Day 124: The Treaty of Versailles
-Laying the groundwork for WWII? (6.02, 6.03)
Day 125: The Molotov-Ribbentrop Pact and the “Spheres of Influence” secret protocol
-A plan for World Dominance. (6.03)
Day 126: Just Mind Your Own Business
-America’s post Great War policy of non-intervention. (6.03)
Day 127: The Lend/Lease Act
-An American move from neutrality (6.03)
Day 128: High Stakes Chess
-A look World War II’s major players. 6.03)
Day 129: Treachery makes for strange bedfellows
-Stalin joins the Allied Forces in the wake of Operation Barbarossa. (6.02, 6.03)
Day 130: Lebensraum vs Manifest Destiny
-Comparing two national “land grabs.” (6.03)
Day 131: The Final Solution
-Nazi Germany’s plan for genocide. (6.03)
Day 132: From the mouths of babes…
-America’s attempt at global democracy through the Atlantic Charter. (6.03)
Day 133: “A day which will live in infamy.” FDR
-The attack on Pearl Harbor and the United States entry into war. (6.02)
Day 134: Ever taken a family vacation to Torpedo Junction?
-World War II hits too close to home. (66.02, 6.04)
Day 135: From soldiers to victory gardens
-North Carolina’s efforts during WWII. (6.04)
Day 136: Exploring the contributions of North Carolina’s tribal nations to the war effort. (6.04)
Day 137: The Manhattan Project
-America’s move to dominance. (6.02, 6.03)
Competency Goal 7: The learner will analyze changes in North Carolina during the postwar period to the 1970’s.
Day 138: What are the “big three”?
-The postwar economy in North Carolina. (7.01)
Day 139: True or False: The first shopping center in North Carolina was in
Winston-Salem, North Carolina.
-Commerce in North Carolina during the postwar period. (7.01)
Day 140: What do crackers and doughnuts have in common?
-The beginning of new industry in North Carolina during the postwar period. (7.01)
Day 141: On the road again…
-The impact of major interstates in North Carolina. (7.02)
Day 142: And, on today’s top stories…
-Changes in entertainment during the postwar period. (7.02)
Day 143: One house, two house, white house, brick house…
-Social changes in North Carolina during the postwar period. (7.02)
Day 144: Pack your bags; we are flying the skies…
-The impact of new innovations during the postwar period. (7.03)
Day 145: What do the world’s largest home, Asheville, and cows have in common?
-Farming in North Carolina during the postwar period. (7.03)
Day 146: What does it mean to be equal?
-The Civil Rights movement in North Carolina. (7.04)
Day 147: How far would you go to be treated with respect?
-The effect of the freedom writers and the sit-in movements in North Carolina. (7.04)
Day 148: What two acts helped African Americans gain more public rights?
-An introduction to the Civil Rights Act of 1964 and 1965. (7.04)
Day 149: Guess who got the vote?
-North Carolina’s political leadership breaks free of the Shelby Dynasty. (7.04)
Day 150: Why was the Cold War “cold”?
-The Cold War and the impact on North Carolina’s economy. (7.05)
Day 151: Now Hiring!
-The creation of jobs in North Carolina during the Cold War. (7.05)
Day 152: Once allies, now enemies
-American forces engage against Russia and communist forces in the
Korean Conflict (7.04)
Day 153: This influential leader designed a fund to help the poor become
self-respecting and self-supporting.
-The impact of the North Carolina fund during the early 1960’s. (7.05)
Day 154: From giving advice to sending out troops
-Investigating the American involvement in Viet Nam. (7.04, 7.05)
Competency Goal 8: The learner will evaluate the impact of demographic, economic, technological, social, and political developments in North Carolina since the 1970’s.
Day 155: Who won?
-America withdraws from Vietnam. (8.03)
Day 156: A nation disillusioned
-The Watergate Scandal spells an end to Nixon’s Administration.(8.03)
Day 157: A peanut farmer for President?
- A look at the Carter years and how North Carolina was affected economically. (8.03)
Day 158: Do you have any experience with computers?
-The changing requirements for employment in North Carolina, and the nation. (8.02)
Day 159: The farmer in the dell, the farmer in the dell, heigh ho, where did he go?
-Exploring changes in North Carolina agriculture. (8.01, 8.02)
Day 160: Senator Jesse Helms-Good for North Carolina?
-The controversy surrounding “Senator No.” (8.03)
Day 161: Ronald Reagan and Conservatism
-A nation seeking old fashioned values in the wake of social change. (8.03)
Day 162: Leading the way to integration, by court order…
-Charlotte area schools forced to integrate schools – 17 years after
Brown vs. Board of Education (8.03)
Day 163: “History is not a mystery. Separate is always unequal” – protest sign at Wake County
school board meeting
-Assessing the importance of diversity in the classroom. (8.04)
Day 164: Code Switching: Necessary in today’s society?
-Examining the value of regional linguistic diversity. (8.04)
Day 165: Are all men and women created equal?
-Examining the failure of the Equal Rights Amendment. (8.03)
Day 166: North Carolina and the “Poverty Paradox”
-Analyzing the state’s increase in poverty despite growing wealth. (8.01, 8.02)
Day 167: ¿Usted habla español?
- Evaluating the effects of the increasing Hispanic population in North Carolina.
(8.01, 8.04)
Day 168: Private sector businesses funding public schools
-Altruism or advertising? (8.02)
Day 169: Open for Business
-The burgeoning industry of North Carolina. (8.02)
Day 170: “It is not the strongest of the species that survive, nor the most intelligent, but the ones most responsive to change.” – Charles Darwin 1859
-Examining North Carolina’s response to environmental concerns. (8.02, 8.03)
Competency Goal 9: The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.
Day 171: Water, Water Everywhere! But is it safe to drink?
-The impact of water quality in contemporary North Carolina. (9.01, 9.02)
Day 172: The Brown Ridge Mountains
-Examining the impact of deforestation on our state. (9.01)
Day 173: Oh, what’s that smell? What do pigs and gas have to do with each other?
-The effects of hog farming on the environment. (9.01)
Day 174: No Smoking!
-Legislation's effect on big tobacco and North Carolina’s economy. (9.01, 9.02)
Day 175: Do you want fries with that?
-The impact of the Greensboro four and other contemporary leaders in North Carolina. (9.02)
Day 176: We’ve come a long way…
-Comparing past and present political climate in North Carolina. (9.02)
Day 177: Will you be North Carolina’s new leader?
-The impact of student participation in the community. (9.03)
Day 178: Jump on the magic school bus…
-Is busing re- segregation? (9.01)
Day 179: Pizza AGAIN??
-A look at the current rise in childhood obesity and school lunch menus. (9.01)
Day 180: What will YOU do? -Exploring ways that students can make a difference. (9.03)