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Old Gilliam Mill: Located on Big Pocket Creek, the mill was built by Howell and John Gilliam in 1856. It is one of the largest grist and cotton mills in Central North Carolina.; Format: article/field trip opportunity

White Oak Cotton Mills (postcard): Postcard shows the White Oak Cotton Mills (a division of Greensboro-based Cone Mills) and several houses in the mill village. A river runs between the mill and the village.; Format: image/ephemera

Some of the larger spinners in Catawba Cotton Mills, Newton, N.C.: Format: image/photograph

Textile mills in North Carolina, 1896: Map shows locations of North Carolina cotton and woolen mills, 1896. Counties are drawn with present-day boundaries for reference.; Format: image/map

Making yarn in a cotton mill: A worker at White Oak Mills in Greensboro, North Carolina, makes yarn.; Format: image/photograph

Two young spinners in Catawba Cotton Mills.: In this sepia photograph taken in December of 1908, a young girl with her hair pulled back is seen standing at a spinning machine in a textile mill.There is cotton lint on the wooden floor boards under the machines. Two women can be seen working at the spinning...; Format: image/photograph

Cotton mills from differing perspectives: Critically analyzing primary documents: In this lesson, students will read two primary source documents: a 1909 pamphlet exposing the use of child labor in the cotton mills of North Carolina, and a weekly newsletter published by the mill companies. Students will also listen to oral history excerpts from mill workers to gain a third perspective. In a critical analysis, students will identify the audiences for both documents, speculate on the motivations of their authors, and examine the historical importance of each document.; Format: lesson plan; By Dayna Durbin Gleaves.

New machine shop in Plymouth, N.C.: In North Carolina in the New South, page 2.12; Broadside advertisement for a machine shop opening in Plymouth, North Carolina, in 1880. Includes historical commentary.; Format: advertisement; Commentary and sidebar notes by L. Maren Wood.

White Oak Cotton Mills: Notice!: NOTICE! Prizes will be awarded as usual this year for the best front yards and neatest kept premises. In planting vines and shrubbery at the various houses, the company does not mean or intend to take the control or arrangement of the front yards...; Format: image/poster

Industrialization in North Carolina: In North Carolina in the New South, page 2.3; Industrialization needed five things -- capital, labor, raw materials, markets, and transportation -- and in the 1870s, North Carolina had all of them. This article explains the process of industrialization in North Carolina, with maps of factory and railroad growth.; Format: article; By David Walbert.

Life on the land: The Piedmont before industrialization: In North Carolina in the New South, page 1.1; In the decades after the Civil War, commercial agriculture and industry made their way into the North Carolina Piedmont, requiring subsistence farmers to adapt their farms and their ways of life to new economic realities.; Format: article; By James Leloudis and Kathryn Walbert.

Children at Work: Exposing child labor in the cotton mills of the Carolinas: In this lesson, students will learn about the use of child labor in the cotton mills of the Carolinas during the late 19th and early 20th centuries. They will learn what life was like for a child worker and then write an investigative news report exposing the practice of child labor in the mills, using quotations from oral histories with former child mill workers and photographs of child laborers taken by social reform photographer Lewis Hine.; Format: lesson plan; By Dayna Durbin Gleaves.

Life in the mill villages: In North Carolina in the New South, page 3.3; By 1900, more than nine-tenths of textile workers lived in villages owned by the companies that employed them. Mill villages included stores, churches, and schools, but workers found ways to avoid too much dependence on their employers.; Format: article; By James Leloudis and Kathryn Walbert.

Alice P. Evitt oral history excerpt (cotton mills): Alice P. Evitt was born in 1898 and began working at the cotton mills near Charlotte, North Carolina in 1910 when she was 12 years old. She worked 12 hours a day, every day except Sunday, and earned 25 cents a day for her work. Here, she talks about the management’s...; Format: audio/interview

Alice P. Evitt oral history excerpt (child labor): Alice P. Evitt was born in 1898 and began working at the cotton mills near Charlotte, North Carolina in 1910 when she was 12 years old. She worked 12 hours a day, every day except Sunday, and earned 25 cents a day for her work. In this except, Ms. Evitt talks...; Format: audio/interview

Ila Hartsell Dodson oral history excerpt (labor unions): Ila Hartsell Dodson was born in 1907 in South Carolina and began working in the Brandon Cotton Mill at age 14. Her mother, father, and all of her nine siblings worked for various cotton mills in North and South Carolina. She met her husband working in the...; Format: audio/interview

Rutherford County Farm Museum: This museum offers something for everyone - from a large collection of farm equipment, to household items and many other artifacts.; Format: article/field trip opportunity

The textile industry and Winston-Salem: In North Carolina in the New South, page 2.9; Textiles were one of two industries that changed Winston-Salem and Forsyth County in the late nineteenth and early twentieth centuries.; Format: article

Charlie and Ollie Allen, child laborers: Charlie and Ollie Allen had been working at the Harriet Cotton Mills for two years when this picture of them was taken. They are standing in front of their clapboard home while a younger child stands on the porch above them. There is trash in the yard and...; Format: image/photograph

Labor unions in the cotton mills: This lesson for grades 11–12 will help students recognize the value of primary sources in studying and understanding history. Students will learn about the labor union movement in the U.S. by listening to oral histories, and will deliver a persuasive speech arguing for or against unionization.; Format: lesson plan (grade 11–12 Social Studies); By Dayna Durbin Gleaves.

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