how to write a history 10 marker

A Level History Essay Structure – A Guide

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• Post date December 1, 2022
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Getting an A Level History essay structure right is by no means an easy task. In this post we will look at how we can build a structure from which our essay can develop.

Here you can see the most simplified essay structure for tackling A level History essays. All students should be familiar with this structure. We have broken the essay down into an introduction and conclusion as well as 3 separate parts of content. Running through the entire essay at the side is our line of argument. Whilst this may seem fairly simple, many students still fail to adequately follow this structure, when writing essay answers under exam conditions.

The reasons this structure works well is that it enables you to cover 3 different factors of content. These can be aligned 2-1 or 1-2 on either side of the argument. Your essay is now balanced (covering both sides of the argument), whilst at the same time being decisive in terms of your line of argument and judgement. It is also consistent with the amount you can write in the exam time given for (20-25) mark essay questions.

Expanded A level History Essay Structure

Let’s look at an expanded essay structure. Again, we have our introduction and conclusion as well as 3 separate parts of content. Now we can see that we have added whether or not each of our parts of content agrees or disagrees with the question premise. In order to have a balanced essay we can see on this example that; Content 1 agrees, Content 2 disagrees, and Content 3 can go either way. This overall A Level History essay structure ensures a balanced essay that also reaches judgement.

Furthermore, we have now broken down each individual part of Content/Factor. This can be seen as a mini essay in its own right. The Content/Factor is introduced and linked to the question as well as being concluded and linked to the question. Then we write 2 to 3 separate points within the body of the Content/Factor. We have 2 points that agree with the overall argument of this section of content. This strongly backs up our argument.

Then we can also potentially (this doesn’t have to be done always, but when done right creates a more nuanced analysis) add a third point that balances that particular section of content. However, it doesn’t detract from the overall argument of this factor/content. E.g. In the short term ‘point 3’ occurred but of much greater significance was ‘point 1’ and ‘point 2.’

How To Improve Further at A Level History

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

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Not Your Usual History Lesson: Writing Historical Markers

• Resources & Preparation
• Instructional Plan
• Related Resources

In this lesson, students will develop their understanding of writing and local history by creating their own historical markers. They begin by studying historical markers in their own communities and then draft content for an unmarked historical location.

This lesson was adapted from from a forthcoming book from Pearson by Tim Taylor and Linda Copeland.

Featured Resources

• Sample pictures of historical markers
• Access to resources about local history
• Writing a Historical Marker Assignment & Rubric handouts

From Theory to Practice

Summarizing information is a key skill for students at all grade levels. Repeated practice at summarizing and synthesizing information prepares them for writing assignments in any class as well as for giving presentations, writing research papers, conducting interviews, and keeping journals or logs, for example. NCTE/IRA Standards explicitly refer to conducting research and synthesizing data, emphasizing their importance for good communication practices.

Similarly, researchers describe how summarizing “…links reading and writing and requires higher-level thinking…Summarizing helps students learn more and retain information longer, partly because it requires effort and attention to text” (Dean 19). The more practice students have in younger grades with summarizing, the more successful they will be in various communication contexts later on. The generality of this lesson makes it appropriate for grades 6-8 but may also be tailored to meet standards for grades 9-12.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Projector or interactive whiteboard to display images of historical markers and students’ work
• Computers with internet access for class research (not needed if using books or textual resources)
• Digital cameras (optional)
• Understanding Historical Markers
• Writing a Historical Marker Assignment
• Taking Notes & Summarizing Information
• Interview Notes
• What is Important about Your Research
• Writing a Historical Marker Rubric

This website provides a catalog of historical markers and information. It showcases photographs, inscription transcriptions, marker locations, maps, additional information and commentary, and links to more information. Viewers can add markers to the database and update existing marker pages with new photographs, links, information and commentary.

This marker is listed as an example in Session 1. This site provides a picture of the historic marker in place and enlarges the content so it is readable by viewers of the site.

This site offers historical marker information organized by city and state for easy searching

Stoppingpoints.com provides travelers with historical marker information as well as other points of interest. It is less comprehensive than The Historical Marker Database or the Historical Marker Society of America, but it may afford some different examples.

In his article, author William Lee Anderson III shares information about the history of historical markers in the United States. This article is a good resource for teachers to learn more about historical markers before the lesson. It may also work well as a class reading for the students.

This site provides a list of important questions to ask when considering creating a historical marker.

Preparation

• Research information and prepare any handouts/overheads showing pictures of a variety of historical markers in your town or greater community.
• Research other historic areas or buildings in your town, noting ones that are historical but that do not already have a marker designating them as such. Select 5-10 to use as class writing practice or for students who have difficulty finding topics of their own. Photocopy, print or record website information for sharing with the class.
• Gather books, articles, and other resources describing the history of your town or community. Collect copies of materials for the classroom, make copies available for student use in the school or town library, and/or prepare a bibliography of web sources and post in the classroom or on a class website.
• Secure cameras (digital or camera phone work best) for students to photograph their historical sites or provide pictures for them (optional).

Student Objectives

Students will…

• conduct research on local historical markers in their communities.
• analyze existing historical markers to determine what information is included.
• interview community personnel about historical information and their historical/personal ties to their community.
• write a historical marker by following class guidelines about what constitutes a good historical marker.

Session One

• Begin with a discussion of students’ past vacations or travels. Ask them what kinds of things they have seen along the road when riding in a car to a destination. Make a list on the board or chart paper. The teacher may do this as a whole class discussion or put students into small groups for discussion.
• What are they?
• Where are they found?
• Why would people like/or not like them?
• What purpose do they serve?
• Who creates them?
• Which ones have they seen?
• Are there markers near where they live?
• Which ones do they find the most interesting?
• In this lesson, students will learn how to break down a historical marker to understand its rhetorical situation, noting the following: audience, purpose, language/word choice, location, and credibility. Give students the Understanding Historical Markers handout.
• Location :  Where is this marker located? What state? What part of the state? Is the marker near any other landmarks? What is the weather like there? Why might we need to consider the weather?
• Audience :  Who is likely to visit this area? Who will read this marker? (For example, age, nationality, education, etc.) Who do you think would not visit this area?
• Purpose :  What does the marker want the reader to know? List at least 3 items and then rank them in order from most important to least important. Is there anything you think the marker did not include that it should have?
• Language/Word Choice : What kinds of words does the marker use? Are there any words you did not know or that were confusing to you? Did the marker have words written in a language other than English? Why is this important to think about?
• Credibility :  Who created the marker? Does the marker name an author or a group/organization that created or funded it? Why is this important to consider?  Were there any errors you noticed on the marker?

Session Two

• The session will begin with a brief review of the information from the Understanding Historical Markers handout.
• Show a picture of a historical marker that is in their town, community, near the school, or so forth. Briefly review it for location, audience, purpose, language/word choice, and credibility (see Understanding Historical Markers handout).
• Ask students to think of other places in their town or community that have markers or that might need a historical marker. Brainstorm this list on the overhead or the board putting information in two columns: Has Marker / Needs Marker. Examples may include an old Victorian house, a park named for a person, a train station, a store in a downtown area, a bridge, a historical neighborhood, a statue, another school, an office building and so forth.
• Each student will pick one location that they may know something about or that they have an interest in. They will conduct research to learn more about that location using different sources, such as websites about local history, books from the school library or others that the teacher has made available in the class. Students will be responsible for taking notes over the information they learned.
• Give students the Writing a Historical Marker Assignment handout and the Taking Notes & Summarizing Information handout and review the assignment. (The teacher will discuss the section on taking notes while discussing interviews in the next session.)  Additionally, introduce the rubric and allow time for students to ask questions about the assignment expectations.
• Use the remainder of class for students to begin conducting research using books or online sources and taking notes over these.

Session Three

• The session will begin with each student sharing what location they are researching and one thing they have learned about it so far.
• Share with students that they will also find one person to interview about this place. This does not need to be an expert; it may be a family member or family friend who is familiar with the place. It may also be a neighbor. Help students think about people they know and would feel comfortable asking questions. Students will brainstorm who they might interview about that location (for example: museum curator or volunteer, parent or grandparent, neighbor, other relative, shop owner, home owner, etc.).
• What do you know about this location?
• Is this location important to you? Why or why not?
• Is this location important to other people as well?
• What memories do you have of this location?
• Did anything good, bad, or important happen here?
• (For a theatre)  What movies do you remember showing here? How much did a ticket cost? Was it a popular place for young people? How did you get to the theatre? How often could you go?
• (For a train station)  Does the station still operate? When did it start and when did it stop running?  Did any famous people travel through town and stop this station? How many people usually rode the train? What stops did it make?
• (For a city park) Who or what is the park named after? Why is it named after that person? Did it always look like this? What else did it have? Why did it change? Are there other parks like it in town? What kinds of things did people do here in the past? Why was this a popular place to go?
• Students will  then draft both general and specific questions about their location. Their assignment is to conduct their interview and write their notes for the next session.  If you wish, interviews may be recorded.

Session Four

• Spend time reviewing the assignment description and then discussing the grading rubric . Help students understand what is important in a good marker and how they can use their information to achieve that.
• Discuss summarizing information. The key to summarizing information is to look at all of the information and discover what a reader must know to understand why that place is important.
• Students will take out their notes from their research and their interviews and review it. Using the What is Important about Your Research handout, they will make a list of the most important information about their location, noting what is important and why.
• Students then draft their historical markers by writing a paragraph for their location, introducing the reader to the place, telling them what is interesting about this location including any names or dates as needed, and telling them what is significant about it for the surrounding area and for history in general.
• Students will turn in a working draft to the teacher at the end of class. The teacher will comment and return to students at the next session.
• For homework, the teacher may assign students to draw a picture of their location or to take a picture of it, depending on access to technology. Students should bring these with them to the next class meeting.

Session Five

• The teacher will return students’ drafts which will have comments about what students did. Share positive elements and offer general suggestions to the class as a whole for revising.
• Students will use the rest of class time to revise their paragraphs: by either writing them out or typing and printing. The goal is for students to have a polished draft of their historical marker that looks professional.  The teacher will move around the room helping students.
• Students will include their picture or drawn image of their location with their finished draft for display.
• The teacher may wish to showcase students’ markers around the room or throughout the school. In addition, the teacher may compile students’ historical markers into a class book using ReadWriteThink’s Profile Publisher or Multigenre Mapper , or by taking students’ writing and binding in another form.
• Teachers will grade students using the Writing a Historical Marker rubric . (Teachers may also assign students to finish their assignments and bring them back the next day.)
• Students may give presentations to the class or others in the school about their locations. They may even choose to dress up as a person from the time the location was famous.
• Teachers may assign students to write historical markers for themselves about a place they lived, played, visited, etc. They may write it as though they became famous and people wanted to know about their lives.
• The class may create a website showcasing their historical markers to others in the community or even sharing with a local tourism bureau to highlight as places of interest.
• Students could write more than one historical marker and then create brochures to advertise these for visitors to their community.
• Students might write their markers as though they would be published on the Historical Marker Database website: http://www.hmdb.org/.
• Profile Publisher may be used to help students draft profiles of historical people or places.

Stapleless Book may be useful for students when compiling notes from historical markers in their state or community while planning ideas for their own.

Character Trading Cards may be another way for students to learn about creating short bits of biographical information based on historical figures and then use that to create their own.

Student Assessment / Reflections

• Historical Marker Assignment Rubric
• Professional Library
• Lesson Plans
• Calendar Activities

The old cliche, "A picture is worth a thousand words" is put to the test when students write their own narrative interpretations of events shown in an image.

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• Kindergarten K

How to write a conclusion for a history essay

Every essay needs to end with a concluding paragraph. It is the last paragraph the marker reads, and this will typically be the last paragraph that you write.

What is a ‘concluding paragraph?

The conclusion is the final paragraph of your essay that reminds the reader about the points you have made and how it proves the argument which you stated in your hypothesis .

By the time your marker reads your conclusion, they have read all the evidence you have presented in your body paragraphs . This is your last opportunity to show that you have proven your points.

While your conclusion will talk about the same points you made in your introduction , it should not read exactly the same.  Instead, it should state the same information in a more developed form and bring the essay to an end.

In general, you should never use quotes from sources in your conclusion.

Concluding paragraph structure

While the concluding paragraph will normally be shorter than your introductory and body paragraphs , it still has a specific role to fulfil.

A well-written concluding paragraph has the following three-part structure:

• Restate your key points
• Restate your hypothesis
• Concluding sentence

Each element of this structure is explained further, with examples, below:

1. Restate your key points

In one or two sentences, restate each of the topic sentences from your body paragraphs . This is to remind the marker about how you proved your argument.

This information will be similar to your elaboration sentences in your introduction , but will be much briefer.

Since this is a summary of your entire essay’s argument, you will often want to start your conclusion with a phrase to highlight this. For example: “In conclusion”, “In summary”, “To briefly summarise”, or “Overall”.

Example restatements of key points:

Middle Ages (Year 8 Level)

In conclusion, feudal lords had initially spent vast sums of money on elaborate castle construction projects but ceased to do so as a result of the advances in gunpowder technology which rendered stone defences obsolete.

WWI (Year 9 Level)

To briefly summarise, the initially flood of Australian volunteers were encouraged by imperial propaganda but as a result of the stories harsh battlefield experience which filtered back to the home front, enlistment numbers quickly declined.

Civil Rights (Year 10 Level)

In summary, the efforts of important First Nations leaders and activist organisations to spread the idea of indigenous political equality had a significant effect on sway public opinion in favour of a ‘yes’ vote.

Ancient Rome (Year 11/12 Level)  

Overall, the Marian military reforms directly changed Roman political campaigns and the role of public opinion in military command assignments across a variety of Roman societal practices.

2. Restate your hypothesis

This is a single sentence that restates the hypothesis from your introductory paragraph .

Don’t simply copy it word-for-word. It should be restated in a different way, but still clearly saying what you have been arguing for the whole of your essay.

Make it clear to your marker that you are clearly restating you argument by beginning this sentence a phrase to highlight this. For example: “Therefore”, “This proves that”, “Consequently”, or “Ultimately”.

Example restated hypotheses:

Therefore, it is clear that while castles were initially intended to dominate infantry-dominated siege scenarios, they were abandoned in favour of financial investment in canon technologies.

This proves that the change in Australian soldiers' morale during World War One was the consequence of the mass slaughter produced by mass-produced weaponry and combat doctrine.

Consequently, the 1967 Referendum considered a public relations success because of the targeted strategies implemented by Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Ultimately, it can be safely argued that Gaius Marius was instrumental in revolutionising the republican political, military and social structures in the 1 st century BC.

3. Concluding sentence

This is the final sentence of your conclusion that provides a final statement about the implications of your arguments for modern understandings of the topic. Alternatively, it could make a statement about what the effect of this historical person or event had on history. 

Example concluding sentences:

While these medieval structures fell into disuse centuries ago, they continue to fascinate people to this day.

The implications of the war-weariness produced by these experiences continued to shape opinions about war for the rest of the 20 th century.

Despite this, the Indigenous Peoples had to lobby successive Australian governments for further political equality, which still continues today.

Ancient Rome (Year 11/12 Level)

The impact of these changes effectively prepared the way for other political figures, like Pompey, Julius Caesar and Octavian, who would ultimately transform the Roman republic into an empire.

Putting it all together

Once you have written all three parts of, you should have a completed concluding paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what a conclusion should look like.

Example conclusion paragraphs: 

In conclusion, feudal lords had initially spent vast sums of money on elaborate castle construction projects but ceased to do so as a result of the advances in gunpowder technology which rendered stone defences obsolete. Therefore, it is clear that while castles were initially intended to dominate infantry-dominated siege scenarios, they were abandoned in favour of financial investment in canon technologies. While these medieval structures fell into disuse centuries ago, they continue to fascinate people to this day.

To briefly summarise, the initially flood of Australian volunteers were encouraged by imperial propaganda, but as a result of the stories harsh battlefield experience which filtered back to the home front, enlistment numbers quickly declined. This proves that the change in Australian soldiers' morale during World War One was the consequence of the mass slaughter produced by mass-produced weaponry and combat doctrine. The implications of the war-weariness produced by these experiences continued to shape opinions about war for the rest of the 20th century.

In summary, the efforts of important indigenous leaders and activist organisations to spread the idea of indigenous political equality had a significant effect on sway public opinion in favour of a ‘yes’ vote. Consequently, the 1967 Referendum considered a public relations success because of the targeted strategies implemented by Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. Despite this, the Indigenous Peoples had to lobby successive Australian governments for further political equality, which still continues today.

Overall, the Marian military reforms directly changed Roman political campaigns and the role of public opinion in military command assignments across a variety of Roman societal practices. Ultimately, it can be safely argued that Gaius Marius was instrumental in revolutionising the republican political, military and social structures in the 1st century BC. The impact of these changes effectively prepared the way for other political figures, like Pompey, Julius Caesar and Octavian, who would ultimately transform the Roman republic into an empire.

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How to Answer a 10 Mark Question for Edexcel A Level Business Year 1 (AS)

Last updated 22 Mar 2021

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In this note I'm going to take a look at what is required for students to achieve a maximum score on the 10 mark questions in the Edexcel A Level Business Year 1 (AS) Papers.

The 10 mark questions will appear on both Paper 1 and Paper 2 and knowing how to answer these questions will have a big bearing on your overall AS grade.

Let’s take the following question which is based on a fictitious car manufacturer, the Mayflower Motor Company

Assess the importance of total quality management to the Mayflower Motor Company (10 marks)

Good practice is to start off with a definition of total quality management. Not only will this gain you some easy knowledge marks but starting off with a definition can result in a more focused response.

Next, you need to analyse a strong argument that looks at why total quality management is important for the Mayflower Motor company. Make sure your argument is also in context by applying your answer to the business and that your argument is coherent, showing a logical chain of reasoning . Using connectives in your answer can help you to develop logical chains of reasoning.

Then, you need to show balance by providing a counter argument (counterbalance) . This argument should look at some of the limitations of total quality management to Mayflower or perhaps a disadvantage of total quality management. Remember, your argument must be contextualised.

Finally, in order to reach the very top of level 4 and achieve 10 marks you must come to a supported judgement . This means you must weigh up both of your arguments and then make a supported judgement in relation to how important you believe total quality management is to the business. Do the benefits outweigh the drawbacks? If so, why?

Practice this technique with the 10 mark questions on the Edexcel A Level Business Year 1 (AS) specimen papers and also the Edexcel Practice Exam Papers that have been developed by tutor2u to help give you maximum opportunities to improve your exam technique.

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Business ethics & managers in plcs (aqa a level business paper 1: example 25 mark essay), aqa a level business paper 2 walk-through (2018), benefits of diversity in board directors (aqa paper 2 2018, q1.4), importance of price to an effective marketing mix (worked answer to aqa grade booster 2019: 16 mark question), new strategy and market capitalisation | aqa q2.1, paper 2 2019, decentralisation and leadership styles (aqa paper 1 2019, q20), efficiency ratios and cash levels (aqa paper 1 2020 q19), power culture & shareholders (aqa paper 2 2020 q3.2), our subjects.

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ReviseSociology

A level sociology revision – education, families, research methods, crime and deviance and more!

AQA A-Level Sociology: Guidance on 10 Mark with Item Questions – Education with Theory and Methods

Examples of actual student responses marked by the AQA, showing you the standards expected to get certain marks!

Table of Contents

Last Updated on May 31, 2018 by Karl Thompson

Below is an example of an actual marked response to a 10 mark ‘analyse with the item question’.

The example is taken from the 2017 Education with Theory and Methods Paper (paper and mark schemes available from the AQA website ) and the specific question is as follows:

Read Item A below and answer the question that follows.

Applying material from Item A , analyse two effects of increased parental choice on pupils’ experience of education (10)

While this example is taken from a 10 mark ‘applying material from the item’ question taken from the education paper, the general advice below on how to answer such questions applies equally to the same format of 10 mark questions that you will get in both sections A and B of paper 2, and on paper 3.

For general advice on how to answer 10 mark questions (covering both the two types of question) please see this post here .

Marked exemplar of a 10 mark ‘applying from the item’ question

NB the second picture is a continuation of the first, same response on both pictures!

KT’s commentary

A great example in the first paragraph of ‘how not to do it’….

Despite the rather scathing final commentary from the examiners, the second paragraph still gest five marks, and it does make three development points – so it’s got breadth rather than depth.

Hint: go deeper, develop further!

If you can’t be bothered to think of how you might improve it for yourself, click here for an example of a 9/10 answer , but if the first bit of this sentence applies to you, I don’t rate yer chances of ever getting more than middle mark band!

Question : What would you do to get another 5 marks….Comments below please!

Essay Plans/ Revision Resources

• 34 pages of revision notes
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A-level SOCIOLOGY Feedback on the Examinations Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods Published: Autumn 2017

NB – this document is NOT available on the AQA website, but any teacher should have access to it via eaqa. I’m sharing it here in order to make the exam standards more accessible, and to support the AQA in their equality and meritocratic agendas, because there will be some poor students somewhere whose teachers aren’t organised enough to access this material for them. 

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National Historic Marker Day: These are some of the oldest markers in the Wilmington area

Historical markers are a tangible reminder for historical events, people and places.

These commemorative plaques preserve history and serve as educational tools for residents and tourists. They play a vital role in shaping the cultural identity of generations, transcending time by connecting people to the stories, struggles and victories of the past.

More than 194,000 historical markers exist nationwide, according to the Historical Marker Database. With 173 historical markers in New Hanover County, 62 in Brunswick County, and 47 in Pender County, Wilmington and its surrounding regions are steeped in history.

With National Historic Marker Day on Friday, April 26, here's a look at some of the oldest historical markers located in each county, as recorded by the Historical Marker Database .

More: The Fort Fisher State Historic Site is closing temporarily. Here's when and why

New Hanover County

The beginning of wilmington.

• Erected: 1919
• Description: "The beginning of Wilmington was opposite the junction of the rivers, in 1730, and called New Liverpool," the inscription reads.
• Location: On North 3rd Street, north of Princess Street.

Thomas Godfrey

• Erected: 1929
• Description: Thomas Godfrey was a Philadelphia born playwright who authored "The Prince of Parthia," the first American-written drama produced on the professional stage in the colonies.
• Location: In the St. James Episcopal Church Cemetery.

Edward B. Dudley

• Erected: 1933
• Description: Edward B. Dudley was the first governor in North Carolina to be elected by popular vote. His home was located two blocks west.
• Location: At the intersection of South 3rd Street and Nun Street.

St. James Church

• Erected: 1936
• Description: First built in 1751, a new building was erected in 1839 near the site of the older church. The graves of Thomas Godfrey and Cornelius Harnet are located at St. James.
• Location: The intersection of Market Street and South 4th Street.

Washington's Southern Tower

• Erected: 1940
• Description: The first President of the United States, George Washington, was a guest at the Quince home, located two blocks west.
• Location: At the intersection of Dock Street and North 3rd Street.

Early Drawbridge

• Description: "One of the few drawbridges in the American colonies was built near here by Benjamin Heron about 1768," the inscription reads.
• Location: On Castle Hayne Road, north of Orange Street.

Woodrow Wilson

• Erected: 1941
• Description: Woodrow Wilson, the 28th U.S. president, lived in The Presbyterian Manse which stood one block east.
• Location: At the intersection of South 3rd Street and Cottage Lane.

Brunswick County

Russelborough.

• Erected: 1909
• Description: In 1776, "five hundred Cape Fear men" surrounded Tyron's Palace, required a comptroller to sign an oath that he would never issue stamped paper in this "Province of North Carolina," according to the inscription.
• Location: In Brunswick Town State Historic Site. Can be reached from St. Phillips Road S.E.

Fort Johnston

• Erected: 1911
• Description: Fort Johnston was the "first fort in Province of North Carolina, built under Act of Assembly of 1745 and completed 1764," the inscription reads.
• Location: On East Bay Street, east of South Davis Street.

Alfred Moore

• Description: Alfred Moore was the second North Carolinian to serve on the U.S. Supreme Court.
• Location: On River Road S.E. south of U.S. 17.

Robert Howe

• Description: Major general in the American Revolutionary War.

First Post Road

• Erected: 1942
• Description: "The road from New England to Charleston, over which mail was first carried regularly in North Carolina, 1738–39, passed near this spot," the inscription reads.
• Location: On U.S. 17 near the South Carolina line, located on the right when traveling north.

Spanish Attack

• Erected: 1948
• Description: "A Spanish expedition captured the town of Brunswick, 1748, during King George’s War, but was soon driven away by the colonial militia," the inscription reads.
• Location: On River Road S.E., north of Plantation Road.

St. Phillips Church

• Erected: 1954
• Description: "Anglican, built under act of 1751. Graves of Governors Arthur Dobbs and Benjamin Smith and U.S. Justice Alfred Moore," the inscription reads.
• Location: At the intersection of River Road and Plantation Road.

Pender County

John grady memorial.

• Erected: 1857
• Description: Grady was "the first martyr in the cause of freedom in North Carolina," the inscription reads, commemorating the Battle of Moore's Creek Bridge.
• Location: Can be reached from Moores Creek Drive, 0.2 miles west of N.C. 210.

Women's Monument

• Erected: 1907
• Description: "To the honored memory of the heroic women of the lower Cape Fear during the American Revolution 1775-1781," the inscription reads.

Old Wilmington and Fayetteville Stage Road

• Description: "Route taken by British and Tory Army from Cross Creek to join Lord Cornwallis and Clinton at Wilmington," the inscription reads.
• Location: Can be reached from Moores Creek Drive, west of N.C. 210.
• Description: "Named by Barbadian explorers, 1663," the inscription reads. "Home of Gov. George Burrington and Samuel Strudwick, colonial official."
• Location: On U.S. 117, close to Business U.S. 117.

Welsh Tract

• Description: "About 1730 a group of Welsh from the colony of Pennsylvania settled in this area, between the Northeast and Cape Fear rivers," the inscription reads.
• Location: On U.S. 117 south of Exit 390.

Edward Moseley

• Erected: 1951
• Description: "Acting governor, 1724, president of the Council, speaker of the Assembly, leader of popular party," the inscription reads.
• Location: On U.S. 117 south of Double Eagle Road.

This article originally appeared on Wilmington StarNews: National Historic Marker Day: These are some of the oldest markers in the Wilmington area