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Letting students ask the questions -- and answering them: For this high school science teacher, learning science means doing science. A look at an inquiry-based earth and environmental science classroom.; Format: article/best practice; By Amy Anderson.

Live-at-Home in North Carolina: In this lesson students will examine pictures and documents relating to the Live at Home program started in North Carolina by Governor O. Max Gardner to help North Carolina farmers refocus on food crops rather than cash crops during the Depression. These photographs, from the Green 'N' Growing collection at the North Carolina State University, will help students draw conclusions about the culture of North Carolina in the early 1930s and understand how they overcame the hardships of the Depression.; Format: article (grade 8 Social Studies); By Loretta Wilson.

Connecting with community through oral history: In Oral history in the classroom, page 5; Through interviews and photographs, Harnett County students learn about their community's agricultural past.; By Jean Sweeney Shawver.

Mrs. Samuel Stayley: In Tobacco bag stringing: Life and labor in the Depression, page 2.7; STAYLEY, MRS. SAMUEL, has five children living at home. She is 83 years old and her husband is 84. They reside at Reddies River, Wilkes Co., N.C. INCOME: The whole family works on the farm and they make just enough to live on. They income from farming is enough...

Probate inventory of Richard Blackledge, Craven County, 1777: In Colonial North Carolina, page 7.9; Probate inventory of a wealthy plantation owner in colonial North Carolina. Includes explanations and photographs of items listed.; Format: inventory

Probate inventory of Darby O'Brian, 1725: In Colonial North Carolina, page 7.4; Probate inventory of a middle-class man from colonial North Carolina. Includes explanations and photographs of items listed.; Format: inventory

Introduction: George Vanderbilt established the first agricultural operations at Biltmore to produce dairy products, meat, poultry, fruits, and vegetables for use in Biltmore House. However, it was his hope that the estate would be self supporting, and by the mid-1890s,...; Format: article; By Sue Clark McKendree.

Who owns the land?: In Colonial North Carolina, page 3.3; Europeans and American Indians had very different ideas about what it meant to "own" land, and these differences led to many of the conflicts between the two cultures in America.; Format: article; By David Walbert.

William Hilton explores the Cape Fear River: In Colonial North Carolina, page 1.7; A 1663 report by the English explorer William Hilton about the geography and native peoples of the Cape Fear region, including a story of conflict between New Englanders and Cape Fear Indians. Includes historical commentary.; Format: book

"The difference is about our land": Cherokees and Catawbas: In Revolutionary North Carolina, page 4.1; During the American Revolution, American Indians living in North Carolina had to choose whether to support England or the colonists. While different groups of Indians made different decisions, most made their choices based on how they thought they could best protect their lands.; Format: article; By Jim L. Sumner.

A letter from Major Christopher Gale, November 2, 1711: In Colonial North Carolina, page 3.6; Letter describing the bloody attacks that began the Tuscarora War between North Carolina Indians and settlers. Includes historical commentary.; Format: letter

From Caledonia to Carolina: The Highland Scots: In Colonial North Carolina, page 5.5; Many Scots immigrated to North Carolina due to growing population, changing methods of farming, and the defeat of the Highland Scots by English and Scottish forces in 1746. The first organized settlement of Highland Scots was in Cumberland County, where 350 people moved to in 1739.; Format: article; By Kathryn Beach.

November 30 - December 18, 1753: In Diary of a journey of Moravians, page 13; Nov. 30th. After morning prayers all went to work. Lischer and Haberland went to Mr. Altem’s for two hogs. Br. Hermanus ploughed. In the afternoon Gottlob, Nathanael and Loesch returned, having been over a goodly portion of our land. They had found...; Format: diary/primary source

A Brief Description of the Province of Carolina: In Colonial North Carolina, page 1.8; A pamphlet produced in 1660s London at the request of the Lords Proprietors described the economic opportunity and religious freedom available to settlers in Carolina. Includes historical commentary.; Format: book; Commentary and sidebar notes by David Walbert.

Cooleemee's Textile Heritage Center: This historic center was built so that the people of the Carolina mill industry would not be forgotten. The center celebrates and strives to preserve their values and their way of life to share with future generations.; Format: article/field trip opportunity

Paint tools & geometric figures: This lesson is meant to teach or review for third grade students the use of Paint tools. These tools are generic to many multimedia tools such as HyperStudio and Kid Pix. For the student who is unfamiliar with "Paint," it provides another tool of expression and illustration.
This lesson is also designed to reinforce geometry math skills. This ability to illustrate a three dimensional object on a flat one dimensional surface is important to enable the student to visualize geometry math problems.; Format: lesson plan (grade 3 Computer/Technology Skills and Mathematics); By Barbara Waters.

Naval stores and the longleaf pine: In Colonial North Carolina, page 6.4; North Carolina's extensive longleaf pine forests provided the natural resources needed to produce materials needed to build and maintain ships -- not only timber but tar, pitch, and rosin. These "naval stores" became North Carolina's most important indusstry in the eighteenth century, but today, the longleaf pine forests are nearly gone.; Format: article; By David Walbert.

The Buncombe Turnpike: In North Carolina in the New Nation, page 7.6; The Buncombe Turnpike began in the early nineteenth century as the Drover's Road through western North Carolina, used to drive livestock to market. The Turnpike brought trade and increased prosperity to the region and especially to Asheville. After the Civil War, economic recession and the rise of railroads led to its decline.; Format: article

The evils of the crop lien system: In North Carolina in the New South, page 1.7; In the post-Civil War South, the crop lien system allowed farmers to obtain supplies, such as food and seed, on credit from merchants; the debt was to be repaid after the crop was harvested and brought to market. This excerpt from a 1903 book is a commentary on the dangers of overspending and bankruptcy for farmers who go into debt.; Format: book; Commentary and sidebar notes by L. Maren Wood.

The Lowry War: In North Carolina in the Civil War and Reconstruction, page 6.12; Many Lumbee Indians in Robeson County resented the demands of the Confederate army. In 1864, members of the Lowry family raided the homes of wealthy slaveholders. The Home Guard executed Allen Lowry and his son William, but another son, Henry Berry Lowry, hid in the woods for years as outlaws, becoming folk heroes.; Format: article

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