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Inference by analogy: In Intrigue of the Past, page 2.12; Students will use historical sources and an archaeological site map to infer the use or meaning of items recovered from a North Carolina Native American site based on 17th-century European settlers' accounts and illustrations. They will also describe prehistoric lifeways based on archaeological and ethnohistoric information and explain why archaeologists use ethnohistoric analogy.; Format: lesson plan (grade 8 Social Studies)

Children and families in North Carolina: In this lesson plan, elementary students will analyze photographs of children from North Carolina provided by the Green ‘N’ Growing collection from the Special Collections Research Center at North Carolina State University. They will investigate how individuals and families are similar and different, and to begin to acquire an understanding of change over time.; Format: lesson plan (grade K–2 Social Studies); By Pauline S. Johnson.

Mrs. Eugene Puckett of Clayton and family eating a meal: In this black and white photograph a family of five is seating around a small table in the kitchen eating a meal. Mr. and Mrs. Puckett sit across from each other. He has his hair slicked back and wears overalls. Although Mrs. Puckett sits with her back to...; Format: image/lesson plan

Clemmons Educational State Forest: Take students to a ranger conducted program and learn about the plants and animals that can be found in this state educational forest.; Format: article/field trip opportunity

How do I express what I believe? - Part 2: This is the second in a three-part lesson series seeking to examine belief systems and how they impact culture in the United States. This lesson, "How do I express what I believe?" requires 3 sessions at 40 minutes each to complete. The lesson series also seeks to let students examine their own personal belief system. In this lesson, the student will learn about the American tradition of the Face Jug/Pot and how it is used to express belief. The student will also create a Face Jug/Pot to express his/her belief, and this pot will be used in the third lesson entitled. "How do I present what I believe?"; Format: lesson plan (grade 5 Visual Arts Education); By Donna Pumphrey.

The Edenton "Tea Party": In Revolutionary North Carolina, page 2.7; In October 1774, several prominent women of Edenton gathered at the home of Elizabeth King, with Penelope Barker presiding, to sign a petition supporting the American cause. This letter describing the event, which came to be known as the Edenton Tea Party, appeared in a London newspaper. Includes historical commentary.; Format: letter

A glossy pond at Clayton Community Park: This is still, smooth pond at Clayton Community Park in Clayton, North Carolina.; Format: image/photograph

Vibrant sunset over Clayton, NC: A vibrant sunset glows over Clayton, North Carolina.; Format: image/photograph

The First Provincial Congress: In Revolutionary North Carolina, page 2.6; After the Boston Tea Party in December 1773, Britain retaliated with a series of punitive measures that colonists called the "intolerable acts." In August 1774, North Carolina's colonial leaders met at New Bern to set out their princples, to plan further opposition to Britain, and to choose delegates to a Continental Congress. This excerpt from the proceedings of that First Provincial Congress includes historical commentary.; Format: document

The Bostick Schoolhouse: Visit a restored 159 year old restored one-room school house near Ellerbe, North Carolina to learn how students were taught in the 19th century.; Format: article/field trip opportunity

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