1

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Discover the Solar Eclipse of 1900 in Historic 

Wadesboro, NC:

A Lightning Lesson from Teaching with Historic Places

Events like a total solar eclipse have made humans tremble with curiosity, 

wonder, and fear for millennia. Our civilizations developed science, philosophy, 

and mathematics to make sense of the universe and to explore our place in it.

On May 28, 1900, a solar eclipse passed over North America. The line of totality

crossed directly over the town of Wadesboro, North Carolina. Founded in 1783 

by Revolutionary War patriots, the town was a major cotton producer for global 

markets in the 19th century. Cotton trade faded, but in the early 20th century, the 

totality event of 1900 transformed Wadesboro into a hotspot for science. 

The era’s foremost astronomers anticipated the event and knew Wadesboro 

would be a prime spot to study it. Wadesboro’s location, climate, and 

geographical features promised scientists a clear view. Its citizens welcomed the 

visitors into their homes. In this STEAM lesson, discover the role historic 

Wadesboro played in humankind’s journey to understand our universe.
2

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Lesson Contents

About This Lesson (Page 3)

Authors, Objectives for Students, Materials Included, About the Place

Where this lesson fits into the Curriculum (Page 4)

Time Period and Topics/Themes

Relevant Next Generation Science Standards, Social Studies, and Common 

Core

Locating the Site (Page 7)

Map 1: Total eclipse track of May 28 1900 over USA

Readings

Reading 1: Wadesboro, NC, and the Solar Eclipse of 1900 (Page 9)

Reading 2: Report on the Relations between Smithsonian Visitors and the 

Townspeople of Wadesboro, 1904. (Page 12)

Visual Evidence (Page 14)

Photo 1: British Astronomical Association with their equipment in Wadesboro, NC

Optional Activities (Page 16)

Activity 1: Charting Solar Eclipses around the World.

Activity 2: Lights, Camera, Action: A Solar Eclipse in Motion.

Activity 3: Get involved! Light Pollution and Night Skies in Your Community.

References and Contributing Resources (Page 19)

Additional Online Resources (Page 20)
3

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

About this Lesson

This lesson plan is based on the National Register for Historic Places 

nominations for the Wadesboro Downtown Historic District and the BogganHammond House and Alexander Little Wing. Discover the Total Eclipse in 

Wadesboro, North Carolina: A Lightning Lesson from Teaching with Historic 

Places was published in 2017. This lesson was written by National Park Service 

contractors, Beth Pruitt and Maria A. Lee Strohmayer. It was edited by National 

Park Service historian Katie Orr and the Cultural Resources Office of 

Interpretation and Education staff in Washington, D.C. This lesson is one in a 

series that brings the important stories of historic places into classrooms across 

the country.

Objectives 

1. To identify Wadesboro, North Carolina's location on map and explain why 

scientists chose it as a place to study the total solar eclipse of 1900.

2. To explain what a solar eclipse is and describe ways humans experience 

the event;

3. To demonstrate their understanding of one of three topics covered in an 

optional activity: Total Solar Eclipses around the world and the importance 

of a global perspective; The movement of the Moon’s shadow on the Earth 

during a solar eclipse done through role-play; Light pollution in your 

community and the value of dark skies.

Materials for Students

1. A map showing the path of visibility of the total solar eclipse on May 28, 

1900;

2. A secondary source reading about the 1900 total solar eclipse in 

Wadesboro;

3. An excerpt from a government document from the Smithsonian Institution 

about interactions with the townspeople of Wadesboro during the solar 

eclipse

4. One historic photograph of the scientists at Wadesboro with their 

equipment in preparation for the eclipse
4

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

About the Place

The Wadesboro Downtown Historic District is in Wadesboro, North Carolina. The 

Town of Wadesboro provides information about accommodations, attractions, 

arts and historical museums, and other visitor resources online 

[http://www.townofwadesboro.org/around-wadesboro.html]. The Anson County 

Historical Society Museum is located at 206 East Wade Street, Wadesboro, NC 

[http://www.ansonhistoricalsociety.org/].

Time Period: Early 20th century

Topics: This lesson could be used in middle and high school units relating to 

astronomy, geography, and the history of modern science.

Relevant Next Generation Science Standards

This lesson relates to the following Next Generation Science Standards for the Middle 

School level [https://www.nextgenscience.org/pe/ms-ess1-1-earths-place-universe].

MS-ESS1-1 Earth's Place in the Universe

• MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to 

describe the cyclic patterns of lunar phases, eclipses of the sun and moon, 

and seasons.

Relevant Curriculum Standards for Social Studies

This lesson relates to the following Curriculum Standards for Social Studies from 

the National Council for the Social Studies 

[http://www.socialstudies.org/standards/teacherstandards]:

● Theme II: Time, Continuity, and Change

● Theme III: People, Places, Environments

● Theme V: Individuals, Groups, and Institutions

● Theme VIII: Science, Technology, and Society

● Theme IX: Global Connections
5

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Relevant Common Core Standards

This lesson relates to the following Common Core English and Language Arts 

Standards for

History and Social Studies for middle and high school students 

[http://www.nchs.ucla.edu/history-standards/common-core-standards-1-1]:

Key Ideas and Details

● CCSS.ELA-Literacy.RH.6-12.1

● CCSS.ELA-Literacy.RH.6-12.2

Craft and Structure

● CCSS.ELA-Literacy.RH.6-12.5

● CCSS.ELA-Literacy.RH.6-12.6

Integration of Knowledge and Ideas

● CCSS.ELA-Literacy.RH.6-12.7
6

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Getting Started Prompt

What is a “total solar eclipse”?

What historic place might you study to answer this question? 

Why?
7

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Locating the Site

Map 1: Path of Totality during the May 28, 1900 Solar Eclipse.

Source: The Popular Science Monthly. 1900. Volume 57.

A total solar eclipse is an event when the moon’s orbit brings it directly between 

the Earth and the Sun. Some parts of Earth fall along the path of totality during 

an eclipse. Observers within totality see the sun disappear completely when the 

moon passes between it and the Earth.

Map 1 shows the path of totality across southeastern North America on May 28, 

1900. The middle line shows where observers saw the sun “totally” blocked out 

by the moon. The two outer lines show where the eclipse was near totality with 

some parts of the sun still visible.
8

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Questions for Map 1

1. What states were in the path of totality in 1900? 

2. Why might someone within the path of totality, looking up on May 28, not be 

able to see the eclipse? Hint: Think about what might make it difficult to see the 

sun on any day.

3. Locate the town of Wadesboro, North Carolina. (Marked with the flag) In a 

sentence, explain what happened there on May 28, 1900. What evidence from 

the map supports your answer?
9

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Reading 1: Wadesboro, NC, and the Solar Eclipse of 1900

Imagine a dark shadow passing over the Sun in the middle of the day. The light 

grows dim until the shadow swallows the Sun completely. A glow surrounds the 

dark circle in the sky where the Sun used to be. Planets and stars appear in the 

darkness. Nocturnal animals come out to feed. Dogs bark. The temperature 

drops 10 degrees Fahrenheit. The world is quiet and eerie. After a minute or two, 

the shadow retreats. The total solar eclipse, an event called totality, ends. The 

sky brightens, stars disappear, and the world returns to normal.

A solar eclipse occurs when the Moon passes between the Earth and the Sun. A 

total solar eclipse happens when the moon completely covers the Sun. During 

totality, only the Sun’s outermost layer, the corona, is visible. 

On May 28, 1900, a solar eclipse swept across the United States, from New 

Orleans, Louisiana, to Norfolk, Virginia, and some parts of the Earth experienced 

totality. The world’s leading European and American scientists of the era knew 

the eclipse would happen. They traced the path of totality and decided to observe 

it in a small town called Wadesboro, North Carolina. The town was the prime 

location because of its climate and elevation. It was also near a railway and could 

host visitors. The most scientifically advanced records and observations of the 

eclipse that day happened in Wadesboro.

Astronomers have used geometry and algebra to predict eclipses for centuries. 

By the late 1890s, scientists could determine the time and locations of an eclipse 

down to the second and single kilometer. Smithsonian scientists from 

Washington, D.C. chose Wadesboro years before the event. They researched 

cloud cover and weather patterns along the eclipse’s path for three years. 

Predicting a clear sky, they determined that Wadesboro would be the best bet for 

over 100 miles in either direction. 

In the spring of 1900, excited scientists arrived in Wadesboro from all over the 

world. They came from important research organizations like the Yerkes 

Observatory in Chicago, Illinois, and the British Astronomical Association in 

London, England. Wadesboro citizens gave them a warm welcome. The visitors 

stayed at local hotels and private homes. Some of these historic buildings are still 

standing. The scientists became so involved with the Wadesboro community that 

a few joined the local church choir. 
10

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

The scientists did not arrive with just notebooks and pencils in hand: they brought 

the most advanced recording equipment, telescopes, and cameras of their time 

to Wadesboro. The Smithsonian scientists’ equipment filled whole train cars and 

arrived by railroad. One camera was 135 feet long and had a 12-inch lens. The 

scientists used these tools to study the wavelengths of light from the Sun’s 

corona. They took high quality photographs of Venus, Mercury, and other stars. 

They also tried (and failed) to discover a new planet.

Totality lasted two minutes and ten seconds in Wadesboro on the day of the 

eclipse. Hundreds of residents and visitors packed the streets, windows, and 

roofs of buildings for the best view. Tense and focused, the scientists worked 

quickly to make the most of every second.

After the event, the scientists eagerly packed up their equipment, records, and 

suitcases. They wanted to return to their universities and research labs to 

analyze the new data. Wadesboro residents returned to their normal lives as 

well, but with an increased sense of pride in their historic town.

A century later, the Secretary of the Interior designated the Downtown 

Wadesboro Historic District in 1999 and it was listed in the National Register for 

Historic Places. This is the official list of historic places in the United States. 

Wadesboro is important to the nation’s history because of its cotton production 

and the eclipse of 1900. The district includes historic houses, cotton mills, and 

local government buildings. Scientists stayed in some of these buildings during 

their visit. In 2003, the Anson County school system and the Wadesboro Rotary 

Club sponsored a planetarium and science center. The center organizes 

educational programs for students about the 20th century eclipse and features 

special telescopes and software for viewing the night sky. 

Remember that it is never safe to look directly at the Sun, even during a total 

solar eclipse. The sun’s indirect rays can damage your eyes and regular 

sunglasses will not protect you. Safe viewing involves wearing special glasses 

with solar filters. 
11

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Questions for Reading 1 

1. Who visited Wadesboro, North Carolina, in May of 1900 and what happened 

during the visit? List three reasons why this group chose Wadesboro over other 

towns.

2. How is the history and legacy of Wadesboro recognized by the United States? 

How do the town’s residents recognize it?

3. Historians and scientists ask questions about big ideas to guide their research. 

What questions about the solar system might the scientists try to answer by 

studying the eclipse? Use information from the reading and give three examples 

written as interrogative sentences.
12

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Reading 2: Report on the Relations between Smithsonian Visitors and the 

Townspeople of Wadesboro, 1904.

This is an extract from a report written by Samuel P. Langley and Charles G. 

Abbot, who helped lead the Smithsonian expedition to Wadesboro.

The ground occupied was a sod-covered level field [...] on the edge of 

town. Mr. Abbot visited Wadesboro early in April to lay off the ground, and 

arranged with a local contractor to erect a shed for the apparatus, and to 

provide material required for piers and support of apparatus. 

Accommodations were engaged for the party at the National Hotel, 

Wadesboro. The proprietor, Mr. Huntley, did his utmost to make 

arrangements for the unusual number of these and other eclipse guests, 

and at all times cared for their comfort.

The townspeople of Wadesboro manifested a lively interest in the eclipse 

preparations; and not only were they interested, but helpful, and they 

treated the observed with marked cordiality. After the arrival of the parties 

a meeting was held by the townspeople and a committee appointed to 

assist the astronomers in any possible way.

As a further act of hospitality several carriages were placed at the disposal 

of such of the guests as chose to ride, and finding that in the press of 

preparation this kindly offer could not be improved so much as the people 

could have liked, the carriages were made to call regularly to convey the 

observers to and from the hotels to the camps, morning, noon, and night. 

Along with this public cordiality, private hospitalities were not wanting, and 

one and all of those who observed at Wadesboro must join in 

acknowledgement of the courtesies received. 

As some slight return one or more of the Smithsonian party was usually in 

attendance at the 5-inch visual telescope on fair nights to show celestial 

objects to such as wished to look, and quite a number of people gathered 

there every night and seemed to enjoy the opportunity. 

Provision was made by the town authorities for effectually guarding the 

grounds from intrusion on the day of the eclipse. The whole space was 

roped off, the nearest street closed, and special constables prevented all 

approach until after the eclipse had passed. 

Langley, Samuel P., and Charles G. Abbot. The 1900 Solar Eclipse Expedition of the 

Astrophysical Observatory of the Smithsonian Institution. Washington: Government 

Printing Office, 1904. https://archive.org/stream/1900solareclipse00smitrich.
13

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Questions for Reading 2 

1. How did the residents of Wadesboro, North Carolina, help the scientists in 

1900?

2. What kinds of buildings did the scientists need in Wadesboro? What kinds of 

outdoor spaces did they use in the town? List two more ways you think the town 

and its residents supported the scientists. What evidence from Reading 2 

supports your theory? 

3. In your own culture or society, how do you think reactions to solar eclipses 

have changed over time? How might they have stayed the same? Why do you 

think so? 
14

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Visual Evidence

Photo 1: British Astronomical Association with their equipment in 

Wadesboro, NC

Source: North Carolina Photographic Archives, Louis Round Wilson Special Collections Library
15

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Questions for Photo 2

1. Using evidence from the photograph, describe Wadesboro’s climate and 

physical geography.

2. Who are these people and what were they doing in the photograph? How 

might their work here affect you today? Explain
16

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Optional Activity 1

Charting Solar Eclipses around the World

Total solar eclipses occur two to five times per year around the Earth. Since 

there can be many decades in between a total solar eclipse in the United States, 

there can sometimes be the misconception that solar eclipses are rare. Ask 

students to create a chart that outlines the date, duration, and path of totality 

(geographical locations) where total solar eclipses occurred in the last fifty years. 

Emphasize that the chart should show eclipses that were visible around the world 

and not solely the United States. This data can be found online at NASA “Decade 

Solar Eclipse Tables” [https://eclipse.gsfc.nasa.gov/solar.html]. 

Next, have students represent the countries and geographical regions on their 

charts in a graph, map, or other visual form. Display the students’ visual 

presentations in a classroom exhibit. In a class discussion, ask students what 

they learned during the project and how different their conclusions would be if 

their charts only identified solar eclipses that were visible in the United States. 

Finally, discuss whether or not students see value in having a global perspective 

and/or when studying astronomy, geography, and science. 
17

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Optional Activity 2

Lights, Camera, Action: A Solar Eclipse in Motion

In this activity, students design models of the heavenly bodies and use a 

flashlight to simulate sunlight to recreate a solar eclipse. Break your class up into 

groups of four and assign each student in the group to design a model of the 

Sun, Earth, or Moon. The fourth student will hold a flashlight to simulate sunlight 

and also act as team leader to direct the solar eclipse. 

To create the models, students can use common household or classroom 

materials such as cardboard, computer paper, or sports balls (basketballs, 

baseballs, etc.). Once the student groups have their models, turn off the lights in 

the classroom. The team leaders will stand by the model Sun, turn on their 

flashlights, and direct the other student’s movements so everyone can see the 

model Moon’s shadow moving across the model Earth.

If possible, record the student’s preparations and their role-playing moments to 

create a video that can be posted on a classroom YouTube channel or school 

blog. 
18

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Optional Activity 3

Get involved! Light Pollution and Night Skies in Your Community.

Astronomers chose Wadesboro as the best place to view the 1900 solar eclipse 

because of its clear skies and rural location. Air quality and cloud cover 

determine how easy it is to observe the night sky, natural landscapes, and other 

features of the night. Just as there is pollution from cars or waste, there is also 

something called light pollution. The lights from streets and buildings make it 

more difficult to see the stars. This is why there appear to be more stars in the 

sky the farther an observer is from a large city. 

Introduce the idea of light pollution to the class. Use the New World Atlas map to 

observe the extent of light pollution across the globe 

[https://cires.colorado.edu/artificial-sky]. Zoom into your state and local 

community. Ask students to identify whether or not their local community or an 

area in their state has a high level of brightness. 

If light pollution is a local issue, assign students to write a persuasive essay on 

why light pollution is harmful to natural environments and how members of the 

community could reduce light pollution. If light pollution is not a local issue, 

assign students to write a similar persuasive essay to a neighboring state. 

If there’s time left, turn the lesson into civic action by asking the students to sign 

their names on printed copies of the essays and submit them to a local 

government representative or body. The government office will likely respond to 

the students with a signed letter from a local leader, thanking them for sharing 

their thoughts. Read the letter to the students and post it on the classroom wall.
19

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

References and Contributing Resources

Heliophysics Science Division. "NASA Eclipse." NASA Goddard Space Flight Center. 

https://eclipse.gsfc.nasa.gov/eclipse.html. 

Langley, Samuel P., and Charles G. Abbot. The 1900 Solar Eclipse Expedition of the 

Astrophysical Observatory of the Smithsonian Institution. Washington: Government 

Printing Office, 1904. https://archive.org/stream/1900solareclipse00smitrich.

Leonard, Teresa. "Past Times: All eyes on North Carolina for total eclipse." The News & 

Observer. http://www.newsobserver.com/living/liv-columns-blogs/pasttimes/article52120030.html. 

Maunder, E. Walter, ed. The Total Solar Eclipse, 1900: Report of the Expeditions 

organized by the British Astronomical Association to Observe the Total Solar Eclipse of 

1900, May 28. London: British Astronomical Association, 1901. 

https://archive.org/stream/eclipstotalsolar00britrich.

Smithsonian Institution. Annual Report of the Board of Regents of the Smithsonian 

Institution for the Year Ending June 30, 1900. Washington: Government Printing Office, 

1901. http://archive.org/stream/annualreportofbo1900smitfo. 

Tomberlin, Jason. "Solar Eclipse in 1900." North Carolina Miscellany: Exploring the 

History, Literature, and Culture of the Tar Heel State. 

http://blogs.lib.unc.edu/ncm/index.php/2009/04/30/solar-eclipse-in-1900/. 
20

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

Additional Online Resources 

National Park Service

The National Park Service provides an online resource on natural phenomena 

that includes eclipses 

[https://www.nps.gov/subjects/naturalphenomena/eclipses.htm]. It features 

photographs and maps of types of eclipses, eye safety, and information on 

upcoming solar eclipses. There are also website navigation links to park events 

along the path of totality of the 2017 solar eclipse 

https://www.nps.gov/subjects/naturalphenomena/2017eclipse.htm]. 

Town of Wadesboro

The Anson County government page for the Downtown Wadesboro Historic 

District contains historical and contemporary photographs of town buildings and 

landscapes on their website [http://www.townofwadesboro.org/history-ofwadesboro.html]. 

National Aeronautics and Space Administration (NASA)

NASA offers a centralized space to study solar eclipses, lunar eclipses, and other 

movements of planetary objects under its main “NASA Eclipse Website” 

page.[https://eclipse.gsfc.nasa.gov/eclipse.html]. This place also offers 

information about the 2017 eclipse, eye safety, and predictions for when a total 

solar eclipse will occur in specific areas. 

NASA explains equinoxes, solstices, full moons, and eclipses on their website 

“NASA Satellites Ready When Stars and Planets Align”

[https://www.nasa.gov/feature/goddard/2017/nasa-satellites-ready-when-starsand-planets-align].

Google Sky

The Google Sky resource compiles data from observatories around the world to 

provide an interactive website to view real-time locations of planets, 

constellations, galaxies, and nebulae. It offers views of the universe in x-ray, 

ultraviolet, and infrared as well as publishes podcasts on upcoming astronomical 

events. [https://www.google.com/sky/]
21

Teaching with Historic Places National Park Service

U.S. Department of the Interior

Discover the Solar Eclipse of 1900 in Historic Wadesboro, NC

American Astronomical Society

The American Astronomical Society offers educational materials with links to 

online courses, lesson plans, and videos about lunar and solar eclipses 

[https://eclipse.aas.org/resources/educational-materials]. The AAS also provides 

a resource on preparing for the Eclipse and safely observing the Sun. 

[https://eclipse.aas.org/sites/eclipse.aas.org/files/Hurst-etal-S%26CMar2017.pdf].