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- Hurricane Floyd overwash
- In Small sand volume barrier islands: Environmental processes and development risks, page 12
- Figure 10 shows the result of an overwash event from Hurricane Floyd in 1999. The pile of vegetation and road tar in the right foreground is evidence of the destruction of a previously existing dune and parking area. In the middle distance we can see the beach...
- By Dirk Frankenberg.
- Longleaf pine savanna
- In Wetlands of the coastal plains, page 3
- We begin with the longleaf pine savanna. We start with this habitat not only because longleaf pine (Pinus palustris) is the official state tree, but also because these habitats are simply beautiful to behold. These communities evolved...
- By Dirk Frankenberg.
- 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.
- The pottery makers
- In Intrigue of the Past, page 3.4
- Archaeologists do a bit of shrugging when asked about the Woodland—that time and lifeway tucked between 1000 BC and AD 1000. Some things they readily understand, but others leave them wondering.
- The tabasco water heater and hot water in Biltmore House
- In A technological tour of the Biltmore Estate, page 7
- Introduction to the boiler room Although this room is called the Boiler Room, a number of interesting features relating to various technologies can be seen here, including the elevator controller and modern DC generator. The platform and wire cage...
- By Sue Clark McKendree.
- Probate inventory of James and Anne Pollard, Tyrrell County, 1750
- In Colonial North Carolina, page 7.7
- Probate inventory of a wealthy couple in colonial North Carolina. Includes explanations and photographs of items listed.
- Format: inventory
- Natural diversity
- In Prehistory, contact, and the Lost Colony, page 1.1
- North Carolina has within its borders the highest mountains east of the Mississippi River, a broad, low-lying coastal area, and all the land in between. That variety of landforms, elevations, and climates has produced as diverse a range of ecosystems as any state in the United States. It has also influenced the way people have lived in North Carolina for thousands of years.
- Format: article
- By David Walbert.
- Maintaining balance: The religious world of the Cherokees
- In Prehistory, contact, and the Lost Colony, page 2.7
- In the 1880s, Cherokee elders in the North Carolina mountains allowed a white man named James Mooney to observe and record information about their culture. The Cherokee myths that Mooney gathered and wrote down in English help explain the world of the Cherokees. These myths show that, for the Cherokees, the world was primarily a relationship of proper balance.
- Format: article
- By Karen Raley.
- Merrie olde England?
- In Prehistory, contact, and the Lost Colony, page 4.2
- Many residents of Elizabethan England did not enjoy the abundance that accompanied Queen Elizabeth’s reign. The dawn of the age of exploration gripped people’s imaginations and caused many to dream of travel, and the New World offered the promise of a fresh start without the problems of the old country.
- Format: article
- By Charles Carlton.
- A forced migration
- In Colonial North Carolina, page 4.3
- The first Africans, brought to America through forced migration, came as indentured servants to Jamestown, Virginia, in 1619. Africans brought to the colonies in later years were bought and sold as slaves. At the time of the American Revolution, most of the enslaved people in North Carolina lived in the eastern part of the colony and the majority lived on large plantations, where their work was critical to the state’s cash crops and economy.
- Format: article
- By Jennifer Farley.
- Learning in colonial Carolina
- In Colonial North Carolina, page 6.8
- During the late 1600s and early 1700s, education in Carolina was largely informal. Most children learned by watching and imitating parents and older community members. The sons of the wealthy were sent away to schools in other colonies or in England. The first efforts to provide formal education in Carolina were made by religious groups — the Quakers, the Baptists, and the Presbyterians.
- Format: article
- By Betty Dishong Renfer.
- The importance of one simple plant
- In Prehistory, contact, and the Lost Colony, page 2.10
- In Colonial North Carolina, page 6.1
- The natives of America could trace the history of maize to the beginning of time. Maize was the food of the gods that had created the Earth. It played a central role in many native myths and legends. And it came to be one of their most important foods. Maize, in some form, made up roughly 65 percent of the native diet. When European settlers reached the New World, they learned to cultivate Indian corn from their native neighbors.
- Format: article
- By Terry L. Sargent.
- The importance of rice to North Carolina
- In Colonial North Carolina, page 6.2
- Rice was a very profitable crop in the late 1600s. People in foreign lands were already familiar with it, and it was gaining popularity as a food for the growing slave trade. Rice production helped support North Carolina's economy for many years, relying largely on slave labor. The abolition of slavery marked the beginning of the end of rice plantations in North Carolina.
- Format: article
- By Keri Towery.
- Cherokee women
- In Prehistory, contact, and the Lost Colony, page 2.8
- Before the arrival of Europeans in North America, women enjoyed a major role in the family life, economy, and government of the Cherokee Indians. Cherokee society was organized according to a matrilineal kinship system, and women were the heads of households. Women also did most of the farming and had a voice in government.
- Format: article
- By Theda Perdue.
- Which side to take: Revolutionary or loyalist?
- In Revolutionary North Carolina, page 3.2
- During the American Revolution, people living in the American colonies had to choose whether to support the British government or fight for independence. There were many different reasons why colonists chose to be revolutionaries or loyalists. The story of Connor Dowd illustrates that the decision was often complicated.
- Format: article
- By Carole Watterson Troxler.
- "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.
- "Liberty to slaves": The black response
- In Revolutionary North Carolina, page 3.4
- During the American Revolution, some black people living in the colonies fought for the British and some fought for the revolutionaries. Their actions during the war were often decided by what they believed would best help them throw off the shackles of slavery. Most believed that victory by the British would bring an end to their enslavement.
- Format: article
- By Jeffrey J. Crow.
- The regions of North Carolina
- In Two worlds: Educator's guide, page 1.2
- In this lesson, students analyze the differences between North Carolina's geographical regions: the Mountains, the Piedmont, and the Inner and Outer Coastal Plain.
- Format: lesson plan (grade 8 Social Studies)
- By Pauline S. Johnson.
- Expanding to the west: Settlement of the Piedmont region, 1730 to 1775
- In Colonial North Carolina, page 5.1
- The population of North Carolina's Piedmont region more than doubled in the decade from 1765 to 1775. Most of the settlers who arrived during that time were European Americans traveling from the North via the Great Indian Trading Path and the Great Wagon Road.
- Format: article
- By Christopher E. Hendricks and J. Edwin Hendricks.
- 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.
