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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

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 (labor unions): 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, Ms. Evitt describes her...; Format: audio/interview

Arthur Griffin oral history excerpt: Arthur Griffin is an African-American man who attended segregated schools in the 1950s and 1960s. He graduated from Second Ward High School, an African-American high school in Charlotte, North Carolina which closed in 1969. He later became involved in school...; Format: audio/interview

Biltmore in the community: The hospitality of the Biltmore Dairy and the quality of its ice cream products were legendary in the Asheville community. O.L. Merchant was a partner in the Merchant Construction company. The building contractor for the Frith, Edith’s house in Biltmore...; Format: article; By Sue Clark McKendree.

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.

Conclusion: Children born or raised at the farm and dairy village have wonderful memories of growing up on Biltmore Estate. For Mildred Buchanan, living here “was fun. I guess you felt a little but more secure than you would out in the town....You just wasn’t...; Format: article; By Sue Clark McKendree.

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.

Daisy Bates oral history excerpt: Daisy Bates was a civil rights activist and the head of the state chapter of the NAACP. She served as advisor to the Little Rock Nine, nine black students who enrolled at the all-white Central High School in Little Rock, Alabama in 1957. She helped the students...; Format: audio/interview

De facto vs. de jure segregation: This lesson for grades 11 and 12 will help students understand the difference between de facto and de jure segregation. Students will listen to three oral history excerpts and discuss the experiences of segregation described in each. As a follow-up activity, students will brainstorm solutions to both de facto and de jure segregation.; Format: lesson plan (grade 11–12 Social Studies); By Dayna Durbin Gleaves.

Desegregating public schools: Integrated vs. neighborhood schools: In this high school lesson plan, students will learn about the history of the "separate but equal" U.S. school system and the 1971 Swann case which forced Charlotte-Mecklenburg Schools to integrate. Students will examine the pros and cons of integration achieved through busing, and will write an argumentative essay drawing on information from oral histories.; Format: lesson plan (grade 10–12 English Language Arts and Social Studies); By Dayna Durbin Gleaves.

Edith Vanderbilt's relationship with estate families: George Vanderbilt’s marriage to Edith Stuyvesant Dresser in June 1898 precipitated a special celebration when the Agricultural Department won a tug-of-war competition with nursery workers, foresters, and Biltmore House employees and received a “handsome...; Format: article; By Sue Clark McKendree.

Effects of civil action: In this lesson, secondary students will analyze primary source materials to investigate how 4-H clubs made an impact on the home front in completing projects that supported the war effort during World War II. This lesson should be taught at the end of a World War II unit.; Format: lesson plan (grade 8 and 10–12 Social Studies); By Pauline S. Johnson.

Elberta's story: A humor moment: In this excerpt from an oral history interview, Elberta Hudson describes a moment of irony in her experience at a shelter after her home in White Stocking, North Carolina was flooded during Hurricane Floyd.; Format: audio

The employee clubhouse: In 1933, the Employee Clubhouse opened in Woodcote, managed by Marjorie Edwards. Marjorie was not paid a salary; rather she made a profit from the meals she served. Marjorie’s responsibilities as a hostess were to keep the house clean, and to serve weekday...; Format: article; By Sue Clark McKendree.

Feed a fighter: In this lesson students will examine “Additional Helps for the 4-H Mobilization for Victory Program,” a Cooperative Extension Work document from the Green 'N' Growing collection at Special Collections Research Center at North Carolina State University Libraries. The document will help students understand the efforts civilians underwent to support military efforts in World War II.; Format: lesson plan (grade 10–12 Social Studies); By Lisa Stamey.

Flood shelter: In this excerpt from an oral history interview, Charles Thompson questions Elberta and Thomas Hudson about their experience in a shelter after their home in White Stocking, North Carolina was flooded during Hurricane Floyd.; Format: audio

Fred Battle oral history excerpt: Fred Battle is a resident of Chapel Hill, North Carolina who experienced segregation as he came of age in the 1950s and 1960s. He participated in the sit-ins in Greensboro, N.C. in 1960 to desegregate the lunch counter at the local Woolworth’s store, and...; Format: audio/interview

George Wallace on the federal court system: A short excerpt from a 1974 interview between Walter de Vries and Alabama Governor George Wallace. This interview took place at the beginning of Wallace’s third term as governor. Jack Bass, another interviewer, asks Governor Wallace a question about a quote...; Format: audio

I scream, you scream, we all scream for ice cream!: Biltmore Dairy ice cream also played a leading role at estate gatherings — Cornelia’s birthday celebrations, Christmas parties, May Day festivities, and picnics. In fact, virtually every oral history interview or questionnaire containing childhood...; Format: article; By Sue Clark McKendree.

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