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 Collection ot ij^ott^ CatoUniana 
 
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UNIVERSITY OF N.C. AT CHAPEL HILL 
 
 00034037836 
 
 This book must not 
 be token from the 
 Library building. 
 
 Form No. 471 
 
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Digitized by the Internet Archive 
 
 in 2011 with funding from 
 
 Ensuring Democracy through Digital Access (NC-LSTA) 
 
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 Studying the State 
 
 NORTH CAROLINA 
 
 Issued by the 
 
 State Superintendent of Public Instruction 
 Raleigh, North Carolina 
 
THE STATE FLAG 
 
 The model of the flag as used today was adopted in 1885. It consists of a 
 blue union containing in the center thereof a white star with the letter N in 
 gilt on the left and the letter C in gilt on the right of the star. The fly of the 
 flag consists of two equally proportional bars, the upper bar red and the lower 
 bar white. The length of these bars is equal to the perpendicular length of 
 the union, and the total length of the flag is one-third more than its width. 
 
 Above the star in the center of the union is a gilt scroll in semi-circular 
 form, containing in black the inscription: "May 20, 1775," and below the star 
 is a similar scroll containing the inscription: "April 12, 1776." This flrst 
 date was placed on the flag to mark the signing of the Mecklenburg Declaration 
 of Independence. The second date marks the day on which the Halifax Con- 
 vention empowered the North Carolina members of the Continental Congress 
 to concur with the delegates of the other colonies in declaring independence. 
 
Publication No. 259 
 
 Studying the State 
 
 NORTH C A ROLIN A 
 
 SUGGESTIONS FOR TEACHING 
 THE SOCIAL STUDIES 
 
 Prepared by 
 
 H. Arnold Perry 
 
 Associate, Division of Instructional Service 
 
 with the 
 
 Assistance of teachers and administrators 
 
 in the North Carohna PubHc Schools 
 
 Issued by the 
 
 State Superintendent of Public Instruction 
 
 Raleigh, North Carolina 
 
 1946 
 
Bayard Wootten. 
 
 ST. THOMAS CHURCH 
 
 Erected in Bath in 1734 St. Thomas Church is the oldest church building 
 in the State. This quaint structure was supposedly constructed of bricks 
 imported from England. The doors are handmade and pegged. The 
 wooden pews within are cut by hand and arranged on platforms at either 
 side of the church. Underneath the floors are graves of early settlers, 
 interred beneath the edifice for fear of Indian raids. On the altar are 
 silver candelabra presented by King George II of England. A church bell 
 given by Queen Anne still calls worshipers to service. 
 
 Bath, the oldest town in the State, was incorporated in 1705 and num- 
 bered among its early inhabitants Governor Eden, John Lawson, the early 
 historian and surveyor-general, and the notorious pirate, Blackbeard. 
 
 Do your pupils know the old landmarks and interesting local history of 
 their community f 
 
CONTENTS 
 
 Page 
 
 Foreword .- 5 
 
 Preface 6 
 
 Acknowledgments 7 
 
 Chapter 
 
 Introduction 9 
 
 I. The Social Studies as They Relate to North Carolina 13 
 
 11. Suggested Classroom Procedures 29 
 
 III. Tentative Suggestions Regarding the Scope and 
 
 Sequence of the Program _____j. 45 
 
 IVV illustrative Units of Work 71 
 
 V. Suggestions for North Carolina Material 91 
 
 Appendix 115 
 
 —State Flag 
 
 —State Bird 
 
 — State Flower 
 
 — State Seal 
 
 — State Song 
 
 — Facts and figures on N. C. 
 
THE CHARLES BRANTLEY AYCOCK STATUE 
 
 The photograph shows a group of pupils from the George 
 Watts Elementary School of Durham pausing in the midst of a 
 school journey to the Capital to pay homage to North Carolina's 
 crusader for universal education who championed "the equal 
 right of every child born on earth to have the opportunity to 
 burgeon out all that is within him." The statue of Charles 
 Brantley Aycock, governor, 1901-1905, which was a gift to the 
 State made by friends and children enrolled in the public schools 
 was unveiled March 13, 1924. 
 
 School journeys such as these pupils are muking have im- 
 portant educational values ivhen properly planned and conducted. 
 What points of interest in your community should your class 
 visit? 
 
FOREWORD 
 
 What should pupils know about North Carolina? In what 
 grade should the study of the State be placed? These questions 
 have confronted curriculum makers in North Carolina for a long 
 time. In 1942 the Central Curriculum Committee of the Twelve 
 Year Program Study attempted to give some partial, tentative 
 answers to them. In effect the Committee said: "Children 
 should know the basic history of the State, something about its 
 geography, government, art, music, and literature. They should 
 learn about the State's noteworthy achievements and understand 
 the major problems it has faced and the ones now before it. They 
 should appreciate the challenging opportunity which life in North 
 Carolina affords." 
 
 This publication has been prepared to help teachers provide 
 a satisfactory course of study for pupils in their effort to gain a 
 wider knowledge of the State. It gives a suggested outline of 
 what should be taught in the various grades and describes suitable 
 learning activities and teaching procedures. If it is properly 
 used, I believe it will lead to a saner patriotism and a more 
 intelligent citizenship. ' *. ".' - 
 
 Appreciation is expressed to Dr. H. Arnold Perry of the 
 Division of Instructional Service, who prepared the bulletin, and 
 to others who assisted in the work. I commend it heartily to the 
 teachers of the State with full confidence that they will use it 
 optimally for the development of good citizens of North Carolina. 
 
 State Superintendent of Public Instruction. 
 July 17, 1946. 
 
PREFACE 
 
 It is not enough for boys and girls to know what the Governor 
 of North Carohna is supposed to have said to the Governor of 
 South CaroHna, what the two dates on the flag mean, or the 
 meaning of "Esse Quam Videre." These and other details are 
 simply a part of the story of a great State, a grand story with 
 which every intelligent citizen should be intimately acquainted. 
 Therefore, the essential facts about North Carolina should be 
 taught in all our schools as a background for straight thinking 
 about the problems which confront all citizens, young and old 
 alike. 
 
 This bulletin will suggest to school administrators and teachers 
 the value of abundant materials. Textbooks are not enough. All 
 sorts of materials — textbooks, magazines, newspapers, maps, 
 charts, graphs, motion picture films, radio broadcasts, museums, 
 field trips, excursions — should be made available and utilized for 
 the enrichment of this course in the Social Studies. There should 
 be a shelf of North Carolina materials in every library and in 
 every school room. He who is ignorant of the facts about his own 
 State has been robbed of a vital part of his legitimate inheritance, 
 for the obligation of the school is the adjustment of the student to 
 the spiritual possessions of the race, institutional and otherwise. 
 
 It is not enough to sing "Carolina ! Carolina ! Heaven's blessings 
 attend her." The prayerful petition should acompany a dynamic 
 attitude born of a knowledge of the State's history, its resources 
 and its opportunities, and a determination on the part of every 
 citizen to make it "As happy a region as on this side of heaven." 
 
 J. Henry Highsmith, Director- 
 Division of Instructional Service. 
 
ACKNOWLEDGMENTS 
 
 This bulletin is in large part a revision of State Department of 
 Public Instruction Publication Number 217, North Carolina: 
 Suggestions for Applying the Social Studies, which the writer 
 prepared in 1939. When the supply of that publication became 
 exhausted, insistent demand prompted this bulletin which carries 
 several new features, gives more up-to-date information, and 
 which is revised in accordance with the Twelve Year Program. 
 
 In preparing this material I have been greatly assisted by class- 
 room teachers who have shown a real interest in the social studies 
 in general and in the study of the State in particular. Teachers 
 in the fifth and eighth grades were especially helpful. More than 
 200 eighth grade teachers responded to a questionnaire sent out 
 asking for appraisal of the former bulletin and for suggestions for 
 a new one. Many of them sent in illustrative units of work. To 
 all who helped in these matters and to the many teachers and 
 administrators whom I have visited and conferred with about 
 teaching problems, I wish to express my sincere appreciation. 
 For those whose illustrative materials are used acknowledgment 
 is made within the text. 
 
 For encouragement and practical help I want to thank Dr. Clyde 
 A. Erwin, Dr. J. Henry Highsmith, and my colleagues in the 
 Division of Instructional Service. 
 
 Special mention should be made of the assistance given by 
 certain other individuals, particularly Dr. C. C. Crittenden, 
 Director of the State Department of Archives and History; Mr. 
 Harry T. Davis, Curator of the North Carolina Museum; Mr. 
 Philip Schwartz, of the Department of Conservation and Develop- 
 ment; members of the North Carolina Council for the Social 
 Studies who responded to a request for a statement on the study of 
 the school's community ; and Prof. J. D. Paulson, Mr. Bill Sharpe, 
 and Mrs. Bayard Wootten who helped with illustrative material. 
 
 For painstaking care in reading the manuscript and for many 
 valuable suggestions regarding format I am especially grateful for 
 the help given by Mr. L. H. Jobe, Director of the Division of 
 Publications. 
 
 H. Arnold Perry, 
 
 Division of Instructional Service. 
 
THE BIRTHPLACE OF AVIATION 
 
 On December 17, 1903, at Kill Devil Hill near Kitty Hawk on 
 the North Carolina Outer Banks Wilbur and Orville Wright made 
 the first successful flight ever accomplished in a power-driven 
 airplane. The site is now marked by the national monument 
 shown above. At night the tower serves as an airway beacon, 
 the light from which reaches out to strike nearby Roanoke Is- 
 land, scene of the first English attempts to colonize the New 
 World and birthplace of Virginia Dare, first child of English 
 parents born in America. 
 
 Do your pupils appreciate the historical significance of the 
 important events in North Carolina's past? 
 
INTRODUCTION 
 
 This publication has been prepared to help teachers in the public 
 schools of North Carolina who are seeking new ideas, helpful 
 material, and suggestions as to procedure in teaching the social 
 studies as applied specifically to North Carolina. The suggestions 
 herein are directed mainly to teachers in the elementary schools. 
 High school teachers, however, should find some of the sug- 
 gestions helpful, especially those relating to materials for teachers 
 and pupils. It is hoped the bulletin will stimulate teachers to 
 learn more about the State in order that they may guide and direct 
 the study of their pupils more intelligently. 
 
 All phases of life in North Carolina present a rich field for work 
 in the social studies. For example, our State is rich in history. 
 Here took place the first English attempts at colonizing the New 
 World, and here American patriots first voiced their discontent 
 with the tyranny of foreign rule. Located on our coast is the 
 birthplace of aviation, and throughout the State one may find 
 other places of historic interest and significance. Contemporary 
 North Carolina is a vortex in the stream of American industrial 
 life which attracts new enterprises in a twentieth century indus- 
 trial revolution. Here, in fact, is the story of a triumphant democ- 
 racy wrested from the wilderness and the annals of a people risen 
 in exultation from the ashes of a great civil war. The history of 
 the State presents a picture of an invincible citizenship facing the 
 future steadfast and unafraid. In every period of our history 
 may be found the materials of inspiration for the youth of a great 
 and growing commonwealth. Likewise, here are those materials 
 of the past which make possible a more accurate interpretation of 
 the present. 
 
 Ours is a State of almost infinite geographical variety ; here the 
 mountains of our West raise their cloudwrapped heads a mile into 
 the sky to present a vista of scenic grandeur, while the broad 
 coastal plains of our East emerge from the waters of a great ocean 
 to bring forth agricultural crops in grand profusion ; and here the 
 rolling Piedmont with its wealth of waterpower gives life blood to 
 a hundred different industries. Here within the confines of a single 
 State is a flora ranging from sub-arctic to the sub-tropical; a 
 fauna so varied, interesting, and abundant as to justify such 
 descriptions as "a hunter's paradise" and "the scientist's treasure 
 box"; a variety of minerals so great as to suggest "nature's 
 sample case." In truth. North Carolina has been endowed by 
 nature with such an assortment of geographic conditions that the 
 
10 Studying the State of North Carolina 
 
 ways of life in many areas of the globe may be studied without 
 journeying beyond the boundaries of the State. Here are suitable 
 materials for the study of agricultural, industrial, and commercial 
 life of many types. 
 
 It has been said that in the past North Carolinians have been too 
 busy fighting the forces of nature and chopping a path through 
 the wilderness to develop a culture rich in the fine arts. This is 
 no doubt true to some extent, but much of this belief is due to a 
 failure on the part of the public to be informed about the real 
 contributions North Carolinians have made in the fields Of folk 
 song, folk plays, literature, music, and art. The achievements of 
 our people in these fields are worthy and notable even though 
 frequently omitted in our studies and consequently not fully 
 appreciated by our citizenship. Indeed, this is a field too long 
 neglected when such outstanding success has been achieved 
 therein by native sons. The mere mention of the names of 0. 
 Henry, John Charles McNeill, Paul Green, Thomas Dixon, Lula 
 Vollmer, Thomas Wolfe, and other North Carolinians who have 
 made notable contributions to the cultural heritage of our nation 
 is enough to emphasize the need for more enlightenment along 
 this line. The public school should definitely accept the responsi- 
 bility for transmitting our cultural heritage to the youth of North 
 Carolina and should faithfully discharge this obligation. 
 
 North Carolina is a land of great personalities. In our struggles 
 to gain a foothold in the wilderness and to set up a government 
 wherein men can enjoy freedom, equality, and justice, great 
 characters have arisen to lead our people onward in a steady 
 cavalcade of progress. In colonial days Richard Caswell led a 
 people intent upon self-government and Daniel Boone blazed a 
 trail through the wilderness beyond the mountains to push our 
 frontier still farther westward. A century and a half ago William 
 R. Davie championed the cause of education and led the people to 
 establish a State university, the oldest in point of service of any in 
 our nation. In the early nineteenth century Archibald Murphey 
 pioneered in the field of public education and interna! improve- 
 ments. In modern times James B. Duke rose to importance as a 
 world figure in industry. The lives of such men present biog- 
 raphies from which may arise some of our most effective citizen- 
 ship training. Through the stories of our great leaders can come 
 the realization that the character of North Carolina is only the 
 reflection of the character of her citizenship ; that we are all in one 
 way or another makers of North Carolina. 
 
Suggestions for Teaching the Social Studies 11 
 
 North Carolina is rich in basic resources. The State is gen- 
 erously endowed with good soils, desirable climate, adequate 
 water resources, extensive forests, and other important natural 
 resources. More important still are the people — an intelligent, 
 industrious, potentially productive population which gives the 
 State a great wealth of human resources. These basic natural 
 and human resources, when brought into proper relationship, can 
 be made the foundation upon which an even greater State can 
 be built. Through wise utilization and conservation they can 
 become the wellsprings of North Carolina's economic well-being. 
 
 Deficiencies in the State today are not due to a lack of natural 
 and human resources ; they are social deficiencies due to a lack of 
 technological, capital, and industrial resources. But these lacks 
 can be overcome by an educational program which will bring about 
 improved leadership, management, invention, and knowledge of 
 technical skills. What is taught in the North Carolina Public 
 Schools, therefore, is of prime importance in the future life of the 
 State. It is here that we must set in motion the cycle of social 
 and economic improvement by training pupils to translate wisely 
 our natural wealth into that capital wealth which will support the 
 institutions necessary to enrich the living of our people. 
 
 Properly guided the study of North Carolina can be made one of 
 the most vital experiences in the curriculum. Let the true story 
 of North Carolina be told ! For a State whose pupils are almost 
 without exception native born and have beneath them "acres of 
 diamonds", it is doubly appropriate that every boy and girl know 
 his home State. 
 
Bayard Wootten. 
 
 HAYES 
 
 The former home of Samuel Johnston, Revolutionary leader, 
 Governor, and United States Senator, is located at Edenton. The 
 estate was named after Sir Walter Raleigh's estate, Hayes, in 
 Budleigh Parish, Devonshire, England. The present house was 
 built about 1801 and is regarded by many as the most beautiful 
 colonial home in all the Albemarle. The mansion is on the water- 
 front, center of an estate of some 15,000 acres. On Hayes plan- 
 tation was formed St. Paul's Parish, the oldest corporation in 
 North Carolina. In 1701 the corporation erected a small wooden 
 chapel, one of the first churches in North Carolina. In 1736 this 
 parish erected a permanent structure which is still standing, 
 being acclaimed an outstanding piece of ecclesiastical architec- 
 ture. In St. Paul's graveyard sleep scores of the founders of our 
 commonwealth, including governors Charles Eden and Henderson 
 Walker. 
 
 In beginning a study of the State one may ivell start ivith local 
 history. What places of interest do you have in your community? 
 
CHAPTER I 
 
 THE SOCIAL STUDIES AS THEY RELATE TO 
 NORTH CAROLINA 
 
 SOME SUGGESTIONS TO TEACHERS 
 
 A. Set Up Definite Purposes and Clarify Your Objectives. 
 
 Why study the State? Teachers must be able to give an in- 
 telligent answer to this question if the study of North Carolina in 
 their classrooms is to have real value. They also must help their 
 pupils to answer it if their work is to have purpose and direction. 
 Therefore, as a starting point, each group should clarify its 
 objectives with reference to the study of the State. 
 
 In the Twelve Year Program the study of North Carolina is 
 regarded as a series of social studies experiences running from the 
 first through the twelfth grade. In most instances it occurs as a 
 unit of study in a subject, such as history. The larger objectives 
 of the course, therefore, should be in keeping with the general 
 purposes of the social studies which have been set forth as 
 follows : 
 
 1. It is the purpose of the social studies to give to pupils the 
 truest and most realistic knowledge that is possible of the 
 community, state, nation, and world — the social and physical 
 setting — in which they live and make their way. 
 
 2. A second purpose of instruction in the social studies grows 
 out of the first ; namely, preparation of pupils for promoting 
 a wiser and more effective cooperation among regions, 
 areas, individuals, groups, communities, states, and nations 
 — a cooperation inter-racial, inter-religious, and inter-eco- 
 nomic. 
 
 3. A third purpose of instruction in the social studies is to 
 develop character: to give the pupils a love of truth, an 
 appreciation of the beautiful, a bent toward the good, and a 
 desire and wil Ito use knowledge for beneficent social ends. 
 
 4. A fourth purpose of the social studies, although it may come 
 under the head of method, is both a purpose and a pre- 
 requisite to the attainment of other purposes ; it is training 
 in the intellectual processes indispensable to the functioning 
 of society. (1) 
 
 As related specifically to North Carolina it might be stated that 
 the purposes to be served by inclusion of State history, geography, 
 and civics in the curriculum are as follows : 
 
 (1) The Social Studies Curriculum. Fourteenth Yearbook of the Department of Superin- 
 tendence. Washington: National Education Association, 1936. pp. 57-58. 
 
14 Studying the State of North Carolina 
 
 1. To develop in the pupil a reasoned love and respect for his 
 home state. 
 
 2. To give the pupil a background of experiences in his home 
 State environment which will enable him to interpret 
 
 ' present-day life in North Carolina, think intelligently about 
 
 our present-day problems, and enjoy more fully "that which 
 daily lies about him." 
 
 3. To acquaint the pupil with the rich heritage of social, eco- 
 nomic and cultural achievements of our citizenship. 
 
 4. To help the pupil find his place in the stream of con- 
 temporary life in North Carolina. 
 
 5. To give the pupil a better understanding of the State's 
 natural, human and social resources and to develop desirable 
 concepts concerning their use and conservation. 
 
 6. To help the pupil see more clearly the challenging oppor- 
 tunity which lies before him in the form of great possibilities 
 
 ^/ for further progress. 
 
 7. To develop skill in the use of social science material and to 
 help the pupil apply that skill to a specific situation closely 
 related to his life. 
 
 Frequently teachers have been more concerned about the im- 
 mediate objectives in the teaching of the social sciences as they 
 are applied to North Carolina than they have been to reach per- 
 manent, ultimate goals. The result in many cases has been a 
 distorted emphasis on facts. To know the facts in the study of 
 North Carolina as a State is essential, but if worthwhile, lasting 
 benefits are to accrue to the pupil, it is necessary that the teacher 
 also keep in mind the broader aims of the study. Both immediate 
 and ultimate aims should be outlined, and the pupil should be 
 allowed the privilege of participating democratically in this ac- 
 tivity. 
 
 Recent trends in the social studies have led toward intensive 
 study of restricted areas as opposed to a more or less abstract 
 treatment of large political divisions. Such a plan enables the 
 pupil to study a given area in greater detail and to obtain a basis 
 of facts for making intelligent deductions and establishing those 
 relationships which constitute the basis of geographic and historic 
 understanding. In keeping with this trend the study of local 
 communities and states has gained more and more importance 
 in the public school curriculum. In North Carolina this move- 
 ment is particularly noticeable in the study of the history and 
 geography of the State. Teachers are constantly becoming aware 
 
Suggestions for Teaching the Social Studies 15 
 
 of the possibilities for reaching some of the major goals of educa- 
 tion which a study of the history and geography of North Carolina 
 affords. 
 
 B. Make the Local Community Your Starting Point. 
 
 Learning has more meaning and functional value when it is 
 related to the pupils' present living; therefore the social studies 
 program should begin at home. A study of the local comunity is 
 an excellent starting place for a study of the State. (^' From these 
 the class can move on logically to the expanded environment which 
 is North Carolina. Throughout the study the present should be 
 linked with the past. Knowledge of early history will help to give 
 more meaning to the present. 
 
 In making such an approach the teacher should capitalize on the 
 pupil's present knowledge of his community. Questions and sug- 
 gestions may be used to heighten interest and to lead the pupil on 
 to further study and exploration. Pupils may be called upon to 
 discuss the following questions : 
 
 1. How did our community (town, city) get started? 
 
 2. How old is it? 
 
 3. V/hat is the present population ? 
 
 4. What kind of people were the early settlers? 
 
 5. Were there many Indians in this vicinity before the white 
 man settled here? 
 
 6. What Indian relics have been discovered hereabouts? 
 
 7. What are the famous landmarks in the community? 
 
 8. How do the people make a living today ? 
 
 9. What natural resources are available for use in making a 
 living? 
 
 10. What are some of the things our community needs to make 
 it a better place to live ? 
 
 After such a start is made, the study may well begin to take on 
 a more organized appearance. The following statement points 
 out the significant things that should be included : 
 
 UNDERSTANDING THE SCHOOL'S COMMUNITY 
 
 Learning about the Community as the Teacher's Social World. 
 
 For the sake of herself as a person and as a citizen and also for th'; sake 
 of her work in the school, a teacher needs to understand the comirunity 
 of which her school is a part. A real understanding of the community 
 in which one lives and works will come slowly and be built up in many 
 
 (1) The teacher will find many helpful suggestions for initiating a study of the community 
 in Know Your Community, by Bess Goodykoontz. Leaflet No. 57 in the Know Your School 
 Series, 1941. Washington : U. S. Government Printing Office. lOp. 
 
16 Studying the State of North Carolina 
 
 ways over a period of time. There are, however, some practical steps 
 that may be taken easily and early by a teacher who has a sincere desire to 
 participate in community affairs. The following steps are suggestive of 
 what may be done: 
 
 1. Make or secure a map of the community and locate on it the schools, 
 churches, libraries, places of amusement and social gatherings, and 
 the residential, shopping, and industrial areas. 
 
 2. As opportunity comes, visit as many of these as possible. 
 
 3. Make friendly visits in the homes of the people whenever appropriate 
 occasions arise. 
 
 4. Subscribe to and read the local newspaper. 
 
 5. Thiough visiting, study of census data and facts available through 
 the local chamber of commerce, seek to become acquainted with the 
 family size, the racial and nationality make-up, the occupations, and 
 ways of living and thinking of the population. 
 
 6. Learn about the history of the community — how and why there came 
 to be a community in that place, who the early settlers were, who the 
 community leaders have been, etc. Get your information from local 
 and State histories, old residents of the area, etc. 
 
 7. Study various maps showing the location of the community in 
 relation to the county, state, region, and nation, and find out all you 
 can about the political, economic, and cultural connections between 
 the community and these larger areas. 
 
 8. Find out what opportunities for cultural growth, for self-improve- 
 ment, and for community service are available to you. 
 
 9. Without seeming to be just curious or meddlesome, learn what you 
 can about politics, the traditions, the prejudices, and the special 
 civic interests of the community. 
 
 10. Register for voting and be an active citizen. 
 
 11. Affiliate with several of the local institutions, clubs, or service 
 groups, and participate in their programs. 
 
 In studying the community, it will be well, of course, to keep in mind 
 and observe certain cautions: 
 
 1. Remember that it :»kes time to build up real community under- 
 standings. 
 
 2. Base your contacts and your search for facts in the community on a 
 real interest in your neighbors, your pupils and fellow-workers. 
 
 3. Avoid attempting too many out-of-school activities. 
 
 4. Take your place as a part of a working group — not always as a 
 leader. 
 
 5. Respect the privacies of others. 
 
 6. Don't tell your new friends how much better things were back home. 
 
 7. Don't criticize the community or its people; yet seek objectively to 
 evaluate the ways of living and thinking of the people. 
 
 8. Don't try to force social changes — time is necessary for people to 
 change their ways of living and thinking. 
 
Suggestions for Teaching the Social Studies 17 
 
 9. Try to avoid becoming involved in personal or group frictions and 
 feuds; yet do not, of course, sacrifice your personal integrity when 
 you need to take a stand on an issue. 
 10. Take care that you keep your sense of humor, your perspective, 
 your health, and your mental balance. 
 
 Learning about the Community as the Pupil's Environment. 
 
 An effective teacher will be interested in learning about the community 
 not only for her own satisfaction and growth, but for the sake of 
 understanding the environments in which the pupils in the school have 
 grown up and by which their health, their emotions, their habits, their 
 outlook, and their ambitions have been and will continue to be largely con- 
 ditioned. What has been learned about the community in finding one's place 
 as a citizen will also be useful in fulfilling one's work as a teacher. In 
 addition, however, there are other things which should be known. 
 
 For one thing, a teacher will need to know what agencies other than the 
 school serve the welfare of the youth of the community, under what 
 conditions their services are available, and how cooperation with these 
 agencies may be achieved. Children's programs of such organizations as 
 the following should be understood and should be used by the teacher: 
 
 1. Health Services 
 
 2. Churches 
 
 3. Libraries , 
 
 4. Day nurseries 
 
 5. Nursery schools 
 
 6. Camps 
 
 7. Recreational centers and services 
 
 8. Clubs and organizations for children and youth — Scouts, Girl 
 Reserves, Hi-Y, 4-H Clubs, Future Farmers, Junior Red Cross, etc. 
 
 9. Child Welfare services 
 
 10. Family welfare society 
 
 11. Juvenile Court 
 
 In case there is a neighborhood or community council in the area, 
 participate with parents and professional workers in the council. In this 
 activity you will get a greater understanding of community needs, pro- 
 cesses, influences, and leadership, and an opportunity to cooperate in im- 
 proving conditions which influence the students in the school. In case 
 there is no neighborhood or community council, thought might be given to 
 the need for one. Especially in rural areas the school is often the logical 
 agency to initiate a community council. 
 Learning about and Using the Community as a Laboratory for Teaching. 
 
 A teacher will want to know what the community is like and how it can 
 be utilized for teaching purposes. She will need to know what places have 
 historic, literary, or vocational interests; what agencies will help with the 
 school program; who might be asked to talk, be interviewed, read poetry, 
 sing folk songs, demonstrate some craft or technical process, conduct 
 excursions, and the like. 
 
 In developing such an awareness of community resources, and then in 
 using these as a means of learning, pupils as well as the teacher should be 
 
18 Studying the State of North Carolina 
 
 concerned and active. The form and extent of pupil activity vi^ill vary with 
 circumstances. Sometimes it will involve no more than discussions in class 
 during which all members pool previously acquired information and ideas, 
 and under skillful guidance of the teacher, interpret and put together their 
 shared information and ideas, thus coming to have new insights into com- 
 munity structure and processes. Sometimes there will need to be in- 
 vestigations by individuals or pupil committees. At other times local 
 citizens will be invited into the classroom for talks, demonstrations, etc. 
 Occasionally there will need to be extensive field study which will touch 
 many people and many phases of community life. 
 
 "Using your community has all kinds of rewards besides the obvious one 
 of more learning for the children. When a member of your community 
 has contributed to your school, he has become, without realizing it, a part 
 of your school. And once he and his neighbors are an intimato part of 
 your class, they have a stake in the success of your school. There are few 
 limits to what you can do, if you, the children, and the community are 
 learning together." — Eva Knox Evans, So You're Going to Teach. Chicago: 
 Julius Rosenwald Fund, 1943, p. 28. 
 
 In the wise selection and planning of all these pupil-teacher-community 
 activities lie much of their educative value. Therefore, much care and 
 thought should be given to these matters as well as to the carrying out and 
 the evaluation of activities. The following "do's" and "don'ts" may be use- 
 ful both as guides and as cautions to teachers and pupils studying their 
 communities or working together in community projects: 
 
 1. Select wisely and carefully the activity or undertaking. 
 
 a. Consider whether the activity is likely to be really meaningful to 
 the members of the group — whether it will forward some purpose 
 of their ov/n or some community purpose for which they feel con- 
 cern. 
 
 b Consider to what extent it w'li \iford an opportunity for the 
 students to grow in apprecif^.ons and in insights, as well as to 
 acquire needed information end i.'avelop useful skills. 
 
 c. Consider whether it will increase their sense of belonging to the 
 community and their ability and rletermination to be more help- 
 ful members of it. 
 
 d. Start with that area most familiar to the pupils — the school 
 neighborhood — and reach out from there to the larger com- 
 munity, state, region, nation, and world. 
 
 e. Do not undertake a project unless it has reasonable chance for 
 success. 
 
 f. Be sure to consider ahead of time the cost of the project in time 
 and money. 
 
 g. Do not select an activity which is likely to antagonize important 
 groups in the community unless you are sure that the educative 
 values of the experience will outweigh the disadvantages to the 
 school of unfavorable public relations. 
 
 2. Plan thoroughly and carefully. 
 
 a. Bring pupils in on all the planning, or on as much of it as seems 
 practicable and wise. 
 
Suggestions for Teaching the Social Studies 19 
 
 b. Whenever possible, plan cooperatively with other people and 
 agencies in the community. 
 
 c. Be sure that the principal understands and is in sympathy with 
 your plans. 
 
 3. Carry through the plans made or make a reasonable effort to do so. 
 
 a. Avoid negative approaches and criticisms. 
 
 b. Be patient and tactful both with pupils and the public. 
 
 c. Strive to get all members of the group to share in carrying out 
 the plans, and then take care to give recognition to the work of 
 each. 
 
 4. Interpret and evaluate the experiences. 
 
 a. Analyze failures and disappointing experiences as well as suc- 
 cesses, and seek to profit by them in the future. 
 
 b. From time to time during the course of the project review 
 progress with the pupils and cooperating groups. 
 
 c. While helping students to be objective in the evaluation of their 
 experiences, take particular care to see that they do not feel or 
 act as onlookers but that they develop a feeling of identity with 
 their community and an active concern for its welfare. 
 
 d. Don't let the students be content just with knowing facts; aid 
 them in understanding their meaning and significance. 
 
 e. Help them to interpret what they learn in relationship to larger 
 social conditions and processes, not only in the community but 
 also in the State, the region, the nation, and the world. 
 
 5. Use what has been learned. 
 
 a. Don't let the pupils think that they must immediately, after 
 learning of some need or undesirable condition, set out on a 
 program of reforming their community. 
 
 b. Help them find some way to present their findings to others in the 
 school or community. 
 
 c. Guide them in securing social action in whatever way appropriate 
 under the circumstances. (M 
 
 C. Develop an Appreciation of Our Basic Resources. 
 
 The level of living in North Carolina is dependent upon the use 
 of our resources. What resources do we have? How are they 
 related ? What uses are being made of them ? Are our resources 
 being properly used? Each unit of study should give at least 
 partial answers to these questions. 
 
 Pupils should be taught the five kinds of wealth: (1) natural, 
 (2) human, (3) technological, (4) institutional, and (5) capital. 
 They should be taught the relationship that exists between them. 
 They should, for example, be made to see that "poor land makes 
 
 (1) At the request of the writer of this bulletin this statement was prepared by the Social 
 Studies Institute sponsored by the North Carolina Council for the Social Studies and the Institute 
 for Research in Social Science at the University of North Carolina, June, 1944. 
 
20 Studying the State of North Carolina 
 
 poor people." Teaching should be such that pupils readily see 
 the implications for conservation. 
 
 Here again facts are essential, but they should be learned as a 
 means of substantiating principles or developing basic concepts. 
 In this phase of the study of the State the following basic concepts 
 seem essential: 
 
 1. Man and his environment are interrelated. 
 
 2. Man cannot live without natural resources. 
 
 3. All resources are related. 
 
 4. Resources are of three kinds : 
 
 (a) Inexhaustible 
 
 (b) Renewable 
 
 (c) Exhaustible 
 
 5. Man should learn to use inexhaustible or renev/able re- 
 sources in place of exhaustible resources wherever possible. 
 
 6. Nature tends to develop a fine balance which may be 
 destroyed by man if resources are used unwisely. 
 
 7. Man should learn to work with nature rather than against 
 it. 
 
 8. The ways people live and work can be changed so as to main- 
 tain a favorable environment for man. 
 
 D. Keep in Mind the Functions of the Social Studies and Design 
 Your Program Around Them. 
 
 Broadly conceived the chief function of the social studies as 
 applied to North Carolina is to guide the development of the 
 children of the State in social living. Lacking adequate prepara- 
 tion for dealing with the complex problems of civilization as they 
 are encountered in North Carolina today, the pupil can hardly be 
 expected to contribute to the making of a higher social order for 
 tomorrow. Those perplexing problems of contemporary society 
 which are likely to continue as fundamentally important issues in 
 the future development of the State should form the core of the 
 curricular program for the study of the State. Whether these 
 problems are civic, political, economic, or social, it is necessary 
 that the future citizenship be made conscious of them before 
 intelligent action can be taken on them or constructive long term 
 plans be devised and put into effect. 
 
 Ranking high in importance among the functions of the social 
 studies is the function of educating youth to cooperate with 
 
Suggestions for Teaching the Social Studies 21 
 
 others. History teaches the interdependence of people in our own 
 and other times. If this teaching is to have functional value, 
 learning experiences must be provided in the classroom which will 
 necessitate the working together of pupils and demand coopera- 
 tion in achieving desired ends. Civilization is based on group 
 living. The pupil's success as an individual and as a citizen of the 
 State will largely depend on his ability to get along with other 
 people. As the citizenship of North Carolina becomes more and 
 more interdependent, a better understanding of human relation- 
 ships becomes more necessary. 
 
 A social science understanding of North Carolina should 
 function in the life of the pupil as a skill which will enable him to 
 participate with greater satisfaction and intelligence in a demo- 
 cratic way of life. In the study of North Carolina he should learn 
 of the sources of information bearing on specific State problems, 
 be trained in the investigation of both sides of a controversial 
 question, and be guided in the process of learning to base con- 
 clusions on evidence as opposed to emotion and prejudice. This 
 important function of a social science knowledge of the home State 
 should grow out of classroom practice in using native and acquired 
 powers of appraising, criticizing, evaluating, and analyzing. 
 
 The study of life in North Carolina should contribute to con- 
 structive social action. If directed study of North Carolina does 
 not result in a desire on the part of the pupil to make a helpful 
 contribution to the life of the State, then one of the major goals 
 of the program will not have been reached. It is not enough that 
 pupils should be conscious of State problems — they should be 
 aroused to activity in making North Carolina a better place in 
 which to live. 
 
 It is a function of the social sciences as applied to the study of 
 the State to recognize, uphold, and maintain values and standards. 
 Values and standards are things men live by ; they transcend those 
 values of an economic and political nature and act as the 
 motivating force for all human activity. If the standards which 
 the pupil sets up are based on honor and integrity in public affairs, 
 liberty and freedom in speech and action, tolerance in religion, and 
 equality and justice before the law, many of the problems of a 
 more concrete nature will eventually be solved. That teacher 
 who has inculcated in his pupils high ideals of character has made 
 a significant contribution to good government m North Carolina. 
 
22 Studying the State of North Carolina 
 
 E. Emphasize the Study of Contemporary Life in North 
 Carolina. 
 
 Consideration of real-life problems of the community and State 
 should be emphasized in the study of North Carolina. An under- 
 standing of these problems is highly desirable in training for in- 
 telligent participation in the life of the community, State, and 
 nation. Those problems of a more or less permanent nature 
 should receive more attention than transitory problems arising 
 from conditions which are temporary or unusual. The study of 
 North Carolina may very well begin with the current phases of 
 some important problem of contemporary life. What now exists 
 is of much more significance to the pupil in understanding the life 
 and institutions about him than that which preceded present 
 conditions. Comparatively speaking, those events farthest re- 
 moved from present day North Carolina in time and distance 
 are of least importance in understanding contemporary events in 
 the State. This should not be interpreted to mean that events 
 which took place in North Carolina or elsewhere in the past do not 
 have significance in the understanding of the life and conditions 
 of the present. The point is that there is a law of diminishing 
 returns which operates in favor of emphasis on contemporary life. 
 
 For example, an understanding of the development of industry 
 in North Carolina since the War Between the States would depend 
 more upon a knowledge of the State's resources than it would upon 
 a knowledge of the industrial revolution as it progressed in Eng- 
 land during the eighteenth century. 
 
 North Carolina today is the result of all that has preceded. To 
 understand the life and institutions of the present, a knowledge of 
 current conditions is necessary; with this essential background 
 one may trace the historical development of various aspects of the 
 life of the State. 
 
 The use of current events as reported through such media as the 
 radio, press, and motion picture offers a rich and fertile field for 
 the development of interest in the history, geography, and govern- 
 ment of the State. The selection, study, and discussion of 
 significant news events can do much to vitalize the social science 
 curriculum and to relate it to the life of the pupil. 
 
 F. Stress the Development of Fundamental Concepts. 
 
 In the study of North Carolina a close correlation of all the work 
 in the various subject matter fields is essential. In schools where 
 the large unit method of instruction is practiced, integration of 
 
Suggestions for Teaching the Social Studies 23 
 
 all activities should be one of the major goals. Some would even 
 go so far as to disregard subject matter lines altogether and work 
 wholly on the basis of a fused curriculum. Regardless of the 
 methods employed, one must recognize the importance of develop- 
 ing accurate and lasting concepts of the State. In developing 
 such concepts the study of North Carolina may require cutting 
 across conventional subject matter lines and the extension of the 
 scope of the course into all fields of human endeavor. For 
 example, the complete story of North Carolina cannot be obtained 
 from the study of history alone. History as a subject may form 
 the warp in a pattern that is interwoven with a woof of geography, 
 civics, sociology, economics, fine arts, and all other subjects needed 
 to produce an integrated fabric. History may and perhaps should 
 be the thread running through the whole story and form the 
 skeleton on which other complementary, explanatory, and enrich- 
 ing subject matter and activities are supported. History is im- 
 portant in developing the "time sense," but to gain a concept of the 
 real age of certain natural resources of North Carolina it may be 
 necessary to consider the geology of pre-historic times : to under- 
 stand fully the nature of our various human use regions it may be 
 necessary to consider the geology of North Carolina during the 
 Proterozoic area, when the mountains of the Piedmont probably 
 resembled the present-day Alps. 
 
 The important facts about North Carolina should be faithfully 
 presented and the teacher should be alert to see that they are 
 properly assimilated. Organization of all pupil activities around 
 some central theme makes for integration of all knowledge gained 
 and serves as a bulwark of defense against the possible misin- 
 terpretation of facts by pupils. The study should be well-rounded 
 and well-balanced, including all the major phases of the State's 
 development. Fundamentals should be stressed; odd bits of in- 
 formation, the bizarre and the sensational, have their place in 
 producing atmosphere and local color, but too much emphasis on 
 the abnormal may cloud the picture in the child's mind to such an 
 extent that he may not see North Carolina as it really is. When 
 information of this type is presented for the purpose of arousing 
 interest and holding attention, the child should be so guided as not 
 to confuse the typical and atypical. For example, there are farms 
 in the State with hundreds of acres under cultivation, farms which 
 employ a number of helpers and the most modern farm machinery. 
 Such a situation, however, is not characteristic of North Carolina. 
 Ours is a State of small farms averaging less than twenty acres 
 
24 Studying the State of North Carolina 
 
 per farm under cultivation, the work being done chiefly by the 
 farmer and his family, using little or no modern machinery. 
 
 Dr. C. C. Crittenden, Director of the North Carolina Depart- 
 ment of Archives and History, has the following to say with 
 reference to how North Carolinians have sometimes emphasized 
 the unusual to the exclusion of the typical and fundamental : 
 
 "If North Carolinians have failed properly to appreciate 
 their history, they have at the same time showed a keen in- 
 terest in pseudo-history. They have displayed a peculiar en- 
 thusiasm, even for Americans, in claiming 'firsts,' 'biggest', 
 and other superlatives — from 'the first declaration of in- 
 dependence from Great Britain' to 'the finest road system in 
 the South' and 'the biggest towel mill in the world'. Some 
 of these claims are technically correct, while others are un- 
 supported by the evidence. Whether substantiated or not, 
 however, they have served to draw entirely too much at- 
 tention to mere catch phrases and to mere chronological pri- 
 ority, and have tended to obfuscate the true dignity and sig- 
 nificance of the State's past. If history has not been en- 
 tirely kind to North Carolina, the State has chiefly itself to 
 blame."* 
 
 The emphasis in teaching a social studies unit on North Caro- 
 lina should be on integration. The aproach to the study may be 
 made through one subject, but this approach should not restrict 
 the study to just one phase of the State's development. The work 
 may be so planned as to enter many areas of living and make 
 possible the fusion of knowledge gained in the study of history, 
 geography, civics, health, art, etc. The teacher should be more 
 desirous of having her pupils gain a few accurate, lasting im- 
 pressions than in having them amass numerous unrelated facts. 
 
 Below are soxne suggestions concerning the fundamental con- 
 cepts that should be developed. Examples of facts that may be 
 used in establishing each concept are given. 
 
 ILLUSTRATIONS OF MAJOR CONCEPTS TO BE 
 
 DEVELOPED IN THE STUDY OF 
 
 NORTH CAROLINA 
 
 I. North Carolina is a large State. 
 
 1. The greatest distance east to west is 50314 airline miles — 
 greater than the distance from Raleigh to New York City. 
 
 2. In width the State averages 100 miles, being 188 miles wide 
 at the extreme. 
 
 *Crittenden, C. C, editor. The Historical Records of Nortli Carolina. Raleigh, The North 
 Carolina Historical Commission, 1938, p. 4. 
 
Suggestions for Teaching the Social Studies 25 
 
 3. The State contains 52,426 square miles, an area greater than 
 the combined areas of New Hampshire, Vermont, Mass- 
 achusetts, Rhode Island, New Jersey, Delaware, and Mary- 
 land. Of all the states on the Atlantic seaboard only 
 Georgia and Florida have greater areas. 
 
 4. North Carolina is about twice the size of Ireland, three times 
 as large as Switzerland, and four times as large as Holland. 
 
 II. North Carolina is rich in natural resources. 
 
 1. Temperate climate. 
 
 2. Abundant rainfall, advantageously distributed throughout 
 the year. 
 
 3. Valuable water power near population centers. 
 
 4. Rich soils, topographically and structurally suited to agri- 
 cultural pursuits. 
 
 5. Abundance of forest resources. 
 
 6. A variety of undeveloped mineral resources — the State 
 ranks first in the number of native minerals. 
 
 7. Valuable fish and oyster resources. 
 
 8. Excellent resort resources. 
 
 9. Important wild-life resources. 
 
 10. A variety and excellence of natural beauty and scenic at- 
 tractions. 
 
 III. North Carolina is rich in human resources. 
 
 1. In 1940 the population was 3,571,623, giving North Carolina 
 a rank of 11th among the 48 states. 
 
 2. North Carolina leads all states in the per cent of native 
 born population. 
 
 3. There are more people born in North Carolina living outside 
 the State than there are people born outside the State living 
 in North Carolina. Since early days we have been a popula- 
 tion-exporting State. 
 
 4. North Carolinians have reached places of distinction in 
 science, business, industry, agriculture, politics, the arts, 
 and other fields of human endeavor. 
 
 IV. North Carolina, in comparison with some other states, is 
 poor in technological, institutional, and capital resources. 
 
 1. Per capita income for the State in 1941-42 was $301, for the 
 nation, $521. 
 
 2. The value of farm products per farm worker is $650 as com- 
 pared with a national average of $950. (1940) 
 
 3. Expenditures per pupil for public education in the State 
 have been far below the national average. In 1943-44, for 
 example, the national average was $117.00, the State 
 average, $66.00. 
 
26 Studying the State of North Carolina 
 
 4. The volume of bank resources in the State on June 30, 1941 
 amounted to $183 per capita; the national per capita was 
 $664. 
 
 V. North Carolina is a growing State. 
 
 1. The population has increased from 393,751 in 1790 to 3,571,- 
 623 in 1940. 
 
 2. Each ten-year census since 1790 has shown an increase, the 
 rate averaging about 15 per cent for each decennium. 
 
 VI. By comparison with some older countries North Carolina is 
 thinly populated. 
 
 1. Population density is 60 per square mile, compared with 193 
 for France, 346 for Italy, 354 for Germany, and 485 for the 
 United Kingdom. 
 
 2. Great areas in the mountains to the west and in the lower 
 coastal plain to the east are very sparsely populated. 
 
 VII. North Carolina is a State of interesting contrasts and geo- 
 graphical variety. 
 
 1. There are three distinct human use areas : Mountain, Pied- 
 mont, and Coastal Plain. 
 
 2. The elevations vary from sea level to 6,684 feet atop Mt. 
 Mitchell. 
 
 3. The vegetation varies from sub-tropical on Bald Head Island 
 at the mouth of the Cape Fear River to sub-arctic atop the 
 higher mountain peaks in the west. 
 
 4. The climate, while generally temperate, varies to such an 
 extent that on a winter's day when students at Elk Park are 
 ice skating, residents of Morehead City may be sun-bathing 
 or swimming in the pool of natural hot water at Fort Macon. 
 While Western North Carolina is blanketed in snow, eastern 
 North Carolina may be enjoying warm sunny weather. 
 
 VIII. North Carolina is still largely an agricultural State. 
 
 1. Among the states North Carolina ranks third in the number 
 of farms. 
 
 2. The 1940 census classed 72.7 per cent of the population as 
 rural. 
 
 IX. North Carolina is an important wealth-producing State, but 
 a poor wealth-retaining State. 
 
 1. In normal pre-war years annual production of wealth 
 amounted to about one and one-half billion dollars, giving 
 the State a rank of about fifteenth among the states. 
 
 2. In annual per capita wealth the State usually ranks below 
 fortieth. 
 
 3. The State has 2.71 per cent of the nation's population and 
 yet pays only 1.15 per cent of the Federal income taxes 
 collected from individuals. (1941) 
 
Suggestions for Teaching the Social Studies 27 
 
 X. The history of North CaroHna shows a cultural lag. 
 
 1. The State ranks low as a reading State — usually below 
 fortieth. 
 
 2. About 400,000 people in North Carolina are without public 
 library facilities. 
 
 3. Annual expenditures per capita for public library service is 
 about 24 cents, the total number of public library volumes 
 being only 1/3 volume per capita. 
 
 XI. Social and economic conditions in North Carolina are 
 continually changing. 
 
 1. The population is increasing. 
 
 2. Industry is gaining a more important part in the life of the 
 State. 
 
 3. Isolated areas are being brought into closer contact with the 
 rest of the State through better means of transportation and 
 communication. 
 
PREPARATION FOR EFFECTIVE CITIZENSHIP 
 
 To record visually the location of interesting places these fifth 
 grade children have made a pictorial map of the State. In their 
 study of North Carolina they have had both real and vicarious 
 experiences in many areas of living. A felt need on the part of 
 the class has resulted in meaningful, purposeful activities which 
 have afforded the teacher excellent opportunities for guidance in 
 acquiring new skills and in developing desirable habits, attitudes, 
 and appreciations. 
 
 Is your group properly organized to insure democratic partici- 
 pation by all in the ivork of the class? 
 
CHAPTER II 
 
 SUGGESTED CLASSROOM PROCEDURES 
 
 A. Stimulating Interest in the Study of North Carolina. 
 
 Intelligent planning on the part of the teacher will go a long 
 way toward arousing pupil interest in the study of the State. 
 Teachers who achieve the greatest success in teaching North 
 Carolina are generally avid collectors of North Caroliniana. At- 
 tractive display of such pertinent material as is available usually 
 excites sufficient interest to arouse discussion on the part of the 
 class. This affords the alert teacher a valuable opportunity for 
 initiating work. Among materials which have proved to be help- 
 ful in this connection are photographs, maps, newspaper clippings, 
 magazines, books, lantern slides, filmstrips, motion pictures, 
 objects, specimens, and models which have special relation to 
 North Carolina. Frequently teachers or pupils from other classes 
 in the school or adults in the community have travelled extensively 
 in the State or carried on interesting activities dealing with North 
 Carolina and can make valuable contributions to the class by way 
 of materials or lectures. 
 
 Once a study of North Carolina is under way, pupils in the class 
 usually are ready to enter into discussions and to aid the teacher in 
 collecting material which may become a part of the permanent 
 school collection. Teachers may further motivate pupils by en- 
 couraging them to begin a school museum and to hold an annual 
 exhibit for the parents of the community. They could collect for 
 the museum such things as Indian relics, old deeds, letters, news- 
 papers, perhaps costumes which have been preserved by certain 
 families, rare books and pamphlets, household implements of 
 colonial times, and other articles of historical value which may be 
 found in the community. Of course, many of these museum 
 pieces may be merely a loan for the purpose of the annual exhibit, 
 but their temporary use should prove helpful and the activity 
 might bring to light some documents of sufficient historical 
 significance to warrant loan or contribution to the State Museum 
 or to the State Department of Archives and History for permanent 
 preservation. 
 
 Correspondence with pupils of schools located in different 
 regions of the State is an interesting and informative activity that 
 frequently may be extended to other states as a basis for creating 
 wider pupil interest in the geography and history of the nation. 
 
30 Studying the State of North Carolina 
 
 As a motivating force in the study of North Carohna this activity- 
 has especially attractive possibilities. The following may be of 
 help in planning correspondence with other schools : 
 
 SUGGESTIONS FOR INTER-SCHOOL CORRESPONDENCE 
 
 1. All exchanges shall be made under the supervision of the 
 teacher. 
 
 2. Exchanges should be made between groups of approximately 
 the same grade level. For example, an eighth grade group 
 on the Coast should exchange with an eighth grade group 
 in the Mountain Region. 
 
 3. Once you have agreed to an exchange, be prompt to answer. 
 
 4. For suggestions as to schools in North Carolina to cor- 
 respond with, the teacher should write to the Division of In- 
 structional Service, State Department of Public Instruction, 
 Raleigh.* 
 
 5. Letters to be exchanged should be interesting, neat, and 
 grammatically correct. At the beginning of such an ac- 
 tivity one or more lessons on letter writing should be given. 
 Refer to the basal language book, using the index to find 
 rules, style, examples, etc. Arrange to check each pupil's 
 letter before mailing. 
 
 6. You should supplement your regular correspondence with an 
 exchange of exhibits, portfolios, Kodak pictures, booklets, or 
 small gifts. In preparing such material give information 
 about how people in the community live, work, and play; 
 describe the country 'round about — the trees, birds, kind of 
 farms, bodies of water, etc. ; tell of interesting people in the 
 community and any important historical events that may 
 have occurred thereabouts. 
 
 B. Planning the Work — A Cooperative Venture. 
 
 After pupils are sufficiently oriented in the study, immediate 
 and ultimate objectives should be stated. It is essential that 
 pupils recognize and accept the objectives finally set up, if ac- 
 tivities in connection with the work are to be purposeful and the 
 pupil is to apply himself diligently to the work at hand. This 
 implies pupil participation in the planning and execution of the 
 activities to be carried on by the class as a whole or by groups 
 selected by the teacher and the class. 
 
 The very nature of the subject matter makes the social studies 
 a fertile field in which to use the socialized class period. Teachers 
 
 ♦Sometimes a group may wish to send a Nortn Carolina album or letters to schools in foreign 
 countries ; if so the class should write to the American Junior Red Cross, Washington, D. C. or 
 The Toreign Friend's Club, Cleveland Press, Cleveland, Ohio, for information. 
 
Suggestions for Teaching the Social Studies 31 
 
 should seize the opportunity which such a period presents for 
 development of proper attitudes and habits of living and working 
 together harmoniously. 
 
 C. Organization of the Class. 
 
 Recognition of the fact that all children do not have the same 
 needs, interests, and abilities makes it necessary that the class 
 be organized into groups in order that individual differences may 
 be more effectively provided for. In some cases certain pupils 
 may show aptitudes and inclinations sufficient to warrant in- 
 dividual projects related to life in North Carolina. Just how far 
 this pursuit of individual interests shall be allowed to range, the 
 teacher must decide. The "subject-minded" teacher will perhaps 
 desire to restrict this range in order that all subject matter as 
 logically set forth by subject specialists will be covered; the 
 "activity-minded" teacher will perhaps allow a wider range at the 
 cost of omitting some of the subject matter held to be essential 
 by others. In any event it seems highly desirable that all the 
 children of the class have a common background of information 
 about the State to serve as a basis for discussion and a core around 
 
 which other related learnings are built up. 
 
 One method of class organization followed widely in the State 
 provides a general period in which the class acts as a committee 
 of the whole and a supplementary period in which various groups 
 pursue special interests. Such a plan permits the following of a 
 basic course, such as history, and still permits a close correlation 
 of the work in art, music, geography, civics, etc. In some cases 
 the basic work consumes the entire period by way of study, recita- 
 tion, and reports. Special groups are assigned work to be done 
 outside the school or in the library, and their reports are made at 
 the regular class period. 
 
 One effective technique for developing centers of interest and 
 large units of study provides time in the daily schedule for : 
 
 1. A planning period — 
 
 During this period the teacher and her pupils plan to- 
 gether what they are going to do. Each pupil should gain 
 from the discussion a definite idea of the purpose of each 
 activity and the relation of it to the central theme. Stand- 
 ards of performance should be formulated and care should 
 be taken to see that the activities are centered on the basic 
 ideas of the unit of work. 
 
32 Studying the State of North Carolina 
 
 2. A work period — 
 
 During this period the children, with the guidance of their 
 teacher, should be busily engaged in their selected activities, 
 such as reading for information about a problem, writing 
 stories about things they are studying, drawing or painting 
 to illustrate points in their research, and constructing real 
 objects or models of objects dealt with in their study. 
 
 3. A report period — 
 
 Pupils, selected from time to time by the group, will have 
 information to give to the class as a result of their reading 
 or other activities. They should be encouraged in this, be- 
 cause of the training it will give them and the value of the 
 information to other pupils in the class. 
 
 ■ 4. An evaluation period — 
 
 At regular intervals there should be a discussion period 
 in which the pupils take stock, see what they have accom- 
 plished, make an evaluation, and suggest the next steps. 
 Self -evaluation on the part of the pupil should be especially 
 sought as an outcome of this period.* 
 
 D. Organization of Materials. 
 
 In practically all schools history forms the basic course around 
 which the complete study of North Carolina revolves. The core 
 materials consist of history texts and general references which 
 are followed according to some plan set up by either a subject 
 specialist or by the teacher and class using this plan as a basis. 
 An excellent organization and outline for North Carolina historj 
 in the eighth grade is printed on pages 61-65 in this bulletin. 
 This suggested organization is largely chronological and is built, 
 up from seven units. Each unit is designed to develop certain 
 basic concepts and indicates important aspects to be emphasized. 
 A list of suggested activities is given for each unit, the per- 
 formance of which helps to integrate the work, correlate learnings 
 from many fields, and establish associations which encourage re- 
 tention of facts. 
 
 In devising and using an outline such as this the class should 
 study the basic unit of materials as a whole ; but selected groups 
 should carry on the activities suggested and report their activities 
 and findings to the class at large. 
 
 When the usual chronological organization found in the various 
 North Carolina history texts is used, the teacher should adapt the 
 material to the special needs and abilities of the class, always en- 
 
 Trom A Suggested Twelve Year Program for the North Carolina Public Schools, pp. 160-161. 
 
 Publication No. 235, State Superintendent of Public Instruction, Kaleigh. 1942. 
 
Suggestions for Teaching the Social Studies 33 
 
 couraging those supplementary activities which enrich the subject 
 content and provide for creative work, individual expression, and 
 fusion of learnings gained from several subject matter fields. 
 
 With history serving as the vehicle which carries other subject 
 matter, a class organization which provides opportunities for 
 group work in many phases of the State's development should be 
 encouraged. For example, in addition to regular assignments and 
 research designed to reach the ultimate subject matter goals 
 which all pupils should be directed toward, those children with 
 special interests and abilities may be selected for special activities 
 which fall in a special area. Committees may be selected to trace 
 the development of certain phases indicated by such headings as : 
 Transportation, Communication, Agriculture, Industry, Com- 
 merce, Religion, Education, Fine Arts, Health, and Recreation. 
 
 It is highly desirable that pupils learn something more than the 
 mere political development of North Carolina. A rudimentary 
 knowledge of some of the problems our people have had to face in 
 the areas suggested above will do much to clarify the political 
 history of our State and call forth an appreciation of the numerous 
 advantages which we now enjoy because of the efforts of those 
 who pioneered in ways of making life fuller. 
 
 In the opinion of many educators in the State there is an 
 irreducible minimum of information about the State which pupils 
 of the public schools should acquire. There is considerable dis- 
 agreement as to what constitutes this minimum, but the con- 
 sensus of teachers seems to favor those basic facts which may be 
 used to develop the concepts listed in Chapter I of this bulletin. 
 In schools carrying on the usual activity program it may be 
 necessary to resort to drill to fix this knowledge firmly in the mind 
 of the pupil. However, properly presented, the essentials may be 
 learned with a minimum of drill and such as is needed will be 
 purposeful, effective, and will do nothing to destroy the child's 
 desire for a more complete knowledge of his home State. 
 
 Certain teaching materials are almost a si7ie qua non in social 
 science instruction as it pertains to North Carolina. It is essential 
 that schools provide sufficient materials, such as books, magazines, 
 pictures, maps, and other visual aids. These materials constitute 
 an integral part of a learning situation. Without them teachers 
 are limited in the scope of their study of the State and children 
 are seriously handicapped. A wide use of environmental material 
 should be made, and much of that collected should be prepared for 
 regular use and filed for ready access. Schools enjoying the 
 
34 Studying the State of North Carolina 
 
 services of a trained librarian are fortunate in that this person has 
 a wide knowledge of material available and also can offer helpful 
 suggestions to teachers as to the collection, use, and preservation 
 of material that may be used from time to time. 
 
 In classrooms where instruction in North Carolina history, 
 geography, etc., is being carried on, equipment should be provided 
 for proper storage and display of North Carolina materials. The 
 following suggestions may prove helpful : 
 
 1. Reference shelf. On this shelf may be placed a wide assort- 
 ment of books about North Carolina that are not available in 
 quantity to pupils. Appropriate titles may be chosen from 
 the list given in Chapter V of this bulletin. In addition to 
 school-owned volumes the shelf may contain books borrowed 
 from the local public library, North Carolina State Library 
 Commission, or from individuals in the Community. 
 
 2. A number of North Carolina maps. The Newsome Series 
 of 10 Social Science Maps is unique and extremely valuable 
 in any classroom interested in North Carolina. Additional 
 wall maps and outline maps for pupil use make possible 
 certain map activities which are invaluable in making com- 
 parisons and in establishing locations. 
 
 3. A cabinet for museum pieces which pupils bring in. 
 
 4. A cabinet or file for storing flat materials, such as clippings, 
 photographs, prints, small maps, posters, charts, and other 
 similar teaching materials. 
 
 5. A drawer or cabinet for filmslides, filmstrips, lantern slides, 
 and motion picture films, and suitable projectors for showing 
 projected pictures of North Carolina places or activities. 
 
 6. A large bulletin board for the display of timely clippings, 
 pictures, diagrams, charts, and other material concerning 
 North Carolina.. 
 
 E. Suggested Activities. 
 
 Although the interests, needs, and abilities of the children will 
 be the chief factors in the choice of activities to be carried on in 
 connection with the study of the State, the amount, quality, and 
 variety of materials will in a large measure determine the scope 
 of the work. Final selections of activities from the total number 
 possible will depend on the nature of the large unit of work under- 
 taken. Activities which are purposeless fail to stimulate children 
 to do their best and contribute little to the development of the 
 unit. Every activity undertaken should be related to the large 
 unit; if an activity has no integral value or possibilities, it should 
 
Suggestions for Teaching the Social Studies 
 
 35 
 
 not be undertaken. To merely "carry on" activities is not 
 effective teaching — the activities must lead up to something 
 worthwhile and serve as laboratory experiments from which data 
 are gathered for use in making final conclusions. The activity is 
 not an end in itself, but a means to growth. What comes out of an 
 activity by way of material produced is not nearly so important 
 as what happens to the boys and girls engaged in the activity. 
 
 ^^?^f:^'> ;.T -^^.,;'^^- 
 
 A PUPIL-MADE MAP OF NORTH CAROLINA 
 
 What interesting projects ivill your group carry out? 
 
 As an illustration, let us consider the activity of making a 
 pictorial map of North Carolina, an activity carried on by a large 
 number of classes studying North Carolina. In a teacher-domi- 
 nated situation in which the teacher is especially skillful in work 
 of this nature, it may be possible to produce a map of technical 
 excellence that would do justice to a professional map-maker. 
 Under such conditions, however, one wonders how much growth 
 takes place in the mental, social, and emotional lives of the pupils. 
 Did they accept responsibilities of a challenging nature? Did 
 they experience the thrill of creating, the joy of producing some- 
 thing original that expresses their own thinking ? Did they have 
 
36 Studying the State of North Carolina 
 
 the opportunity of developing habits and skills through the pro- 
 cess of "learning by doing" ? Did the activity elicit their interests 
 and higher achievements ? Frequently a crude product as judged 
 by standards of the adult world may afford more positive answers 
 to the above questions than perfect products which represents 
 chiefly the planning and work of the teacher. 
 
 Below is a list of activities which have been carried on by 
 various groups studying North Carolina. Grade-levels have not 
 been suggested as the same activity may be carried on in several 
 grades if the standards of performance and scope of work are set 
 at a point within the range of the interests and abilities of the 
 class. The list is merely suggestive and will serve only to stim- 
 ulate the adroit and resourceful teacher. 
 
 Reading for information about the State. 
 
 Study of maps, charts, pictographs, diagrams, and tables that give data 
 
 about North Carolina. 
 Study of pictures, posters, and realia for both information and enjoy- 
 ment. 
 Writing reports on various North Carolina topics. 
 Writing letters to chambers of commerce. State departments, celebrities, 
 
 and children of other schools in North Carolina for information and 
 
 material. (Only one letter should be sent by each class, otherwise 
 
 such an activity may become a nuisance to busy people.) 
 Writing poems and acrostics about North Carolina. 
 Writing plays about North Carolina. 
 Writing biographies of important North Carolinians. 
 Listening to lectures, radio programs, and concerts that deal with North 
 
 Carolina. 
 Participating as contributing producer or listener in class discussion, 
 
 debates, and plays about North Carolina. 
 Giving oral reports on individual or group projects. 
 Reporting specific information to the class. 
 Singing North Carolina songs. 
 Constructing charts, diagrams, and pictographs to present graphically 
 
 data about the State. 
 Making North Carolina maps — physical, political, regional, historical, 
 
 pictorial, productorial. 
 Painting friezes and murals depicting representative activities and places 
 
 in North Carolina. 
 Making plaques emblematic of North Carolina. 
 Originating designs with a North Carolina motif for decorating cloth, 
 
 draperies, pottery, book covers, rugs, furniture, etc. 
 Preparing Junior Red Cross albums of North Carolina pictures and 
 
 stories for exchange with classes in Canada, England or other 
 
 countries. 
 
Suggestions for Teaching the Social Studies 37 
 
 Preparing dioramas showing such North Carolina scenes as: 
 (a) a pioneer home (b) growing tobacco 
 
 (c) picking cotton (d) lumbering 
 
 Collecting pictures of North Carolina places, activities, and famous 
 
 people. 
 Making photographs of North Carolina places and events. 
 Making class and individual booklets describing North Carolina. 
 Making pottery from North Carolina clay. 
 Exchanging exhibits with schools located in different geographic regions 
 
 of the State. 
 Making school journeys to places of historic, geographic, or economic 
 
 significance. 
 
 F. Evaluating the Work. 
 
 A periodic appraisal should be made of the activities being 
 carried on, and the teacher should constantly evaluate the worth 
 of what is taking place in the study. If a check reveals the fact 
 that certain desired goals may not be reached in the study as it is 
 organized, revisions should be made in the light of developments. 
 Frequently teachers, especially those whose pupils are carying 
 on a wide variety of activities, assume that the program is 
 carrying over. This is too serious a matter to appraise without 
 some sort of effective check. The use of skillfully designed 
 objective tests is recommended, although one must at the start 
 acknowledge their limitations. Teachers with a well-developed, 
 broad philosophy concerning the education of pupils in relation to 
 their home State and local environment will not set up objective 
 tests which restrict the program, but will use them to discover 
 fundamental weaknesses in the basic subject matter curriculum 
 because of its intimate relationship to the total curriculum which 
 leads toward objectives of a more or less intangible nature. For 
 example, the ability to distinguish between fact and propaganda is 
 a much higher goal than the accumulation of facts alone, but a 
 knowledge of some basic facts is necessary before discrimination 
 between fact and propaganda can be made. 
 
 Among the objective tests are the true-false, completion, single- 
 answer, matching, and multiple choice tests. These may be used 
 to a good advantage in checking the pupil's knowledge of North 
 Carolina. Examples given below suggest suitable forms for 
 various types of tests. More complete information concerning 
 their construction, administration, and use may be found in 
 Testing in the Elementary School.'^ 
 
 *Webb, L. W. and Shotweli, A. M. Testing in the Elementary School. New York: Farrar and 
 Rinehart, Inc. 1939. $2.75. 
 
38 Studying the State of North Carolina 
 
 True — ^False 
 
 Directions: Write T to the left of the number if the sentence is true. 
 Write F to the left of the number if the sentence is false. 
 
 1. The coast of North Carolina affords many good harbors for large 
 ships. 
 
 2. The tidewater region is noted for Its large number of industrial 
 plants. 
 
 3. The highest mountain in the United States is located in "Western 
 North Carolina. 
 
 4. The western coastal plain region is one of the best tobacco 
 growing regions in the world. 
 
 5. Peaches are grown extensively in the Sandhills area. 
 
 6. A large part of North Carolina may be described as a desert area 
 due to the scant rainfall. 
 
 7. At some places along the coast of North Carolina the Gulf Stream 
 is less than fifty miles off shore. 
 
 8. The chief industrial section of North Carolina is the Piedmont. 
 
 9. The average annual rainfall in North Carolina is about 50 Inches. 
 10. North Carolina is chiefly an industrial State. 
 
 Completion 
 
 DiEECTioNs: In each sentence fill in the blank vnth a word that makes the 
 sentence true. 
 
 1. The first English attempt to plant a colony in the new world took 
 place on Island. 
 
 2. The name of the first white child born of English parents in America 
 is . 
 
 3. The first area in North Carolina to be permanently settled was that 
 along Sound. 
 
 4. Cross Creek, or Fayetteville, was first settled by people from 
 
 5. The oldest town in North Carolina is 
 
 6. Orton plantation is on the banks of the River. 
 
 7. Swiss refugees under the leadership of Baron de Graffenried settled 
 the town of 
 
 8. Wachovia is the name of the settlement made by the 
 
 in what is now Forsyth County. 
 
 9. The Regulators took up arms because of unfair . 
 
 10. The battle in which North Carolina patriots defeated the Loyalists 
 
 on February 27, 1776 is called the Battle of 
 
 Matching 
 
 Directions: Before each name in Column I place the num,der of the item in 
 Column II which best describes the name. 
 
 Column I Column II 
 Sir Walter Raleigh (1) was a pirate who terrorized the Caro- 
 lina coast. 
 
 Zebulon B. Vance (2) was a friendly Indian who greatly aided 
 
 Raleigh's Colonists. 
 Richard Caswell (3) Governor of the colony that was "lost". 
 
Suggestions for Teaching the Social Studies 
 
 39 
 
 -Blackbeard 
 
 -Calvin H. Wiley 
 -William Tryon 
 -William Drummond 
 -John Lawson 
 -William Gaston 
 -William R. Davie 
 -John White 
 -Andrew Johnson 
 
 -Manteo 
 
 -Dorothea L. Dix 
 -Archibald D. Murphey 
 -Charles D. Mclver 
 -James B. Duke 
 
 -John M. Morehead 
 -Daniel Boone 
 -Hugh Waddell 
 
 (4 
 
 (5 
 
 (6 
 
 (7 
 
 (8 
 
 (9 
 
 (10 
 
 (11 
 
 (12 
 
 (13 
 (14 
 (15 
 (16 
 (17 
 
 (18 
 (19 
 (20 
 (21 
 (22 
 
 surveyor-general who wrote the famous 
 History of North Carolina, originally 
 published in 1709. 
 
 born in Raleigh and later became presi- 
 dent of the United States. 
 Sent colonists to Roanoke Island in 
 1587. 
 
 was a famous soldier in the French and 
 Indian war. 
 
 elected first governor of North Carolina, 
 independent of Great Britain, 
 was governor of North Carolina during 
 a part of the Civil War. 
 wrote "The Old North State," our State 
 song. 
 
 first president of the Woman's College 
 of the University of North Carolina, 
 a leader in the tobacco and power in- 
 dustries and chief benefactor of Duke 
 University. 
 
 was elected first State Superintendent 
 of Common Schools, 
 is known as the "father of the Uni- 
 versity of North Carolina." 
 led the movement to establish a State 
 hospital for the insane, 
 is often called the "Father of the Com- 
 mon Schools." 
 
 governor of North Carolina (1841-1845), 
 most prominent leader in the building 
 of railroads in the State, 
 led the movement of pioneers from 
 North Carolina into Kentucky, 
 was North Carolina's World War 
 governor. 
 
 most famous of North Carolina's short 
 story writers. 
 
 selected by the Lords Proprietors as 
 first governor of Carolina, 
 royal governor of North Carolina dur- 
 ing the Regulator Movement. 
 
 Multiple Choice 
 
 Directions: Underscore the answer which makes the sentence true. 
 
 1. The present constitution of North Carolina was adopted in 
 
 1776 1868 1917 1898 
 
 2. The Governor of North Carolina is selected by 
 
 the Council of State the Legislature 
 
 a vote of the people the Supreme Court 
 
 3. The Governor's term of oflBce is 
 
 1 year 2 years 4 years 5 years 
 
40 Studying the State op North Carolina 
 
 4. The Executive Department of the State includes the Governor, 
 Lieutenant Governor, Secretary of State, Treasurer, Superin- 
 tendent of Public Instruction, Attorney General, Commissioner of 
 Agriculture, Commissioner of Labor, Commissioner of Insurance, 
 and 
 
 the Commissioner of Revenue the Speaker of the House of 
 
 the Commissioner of Public Wei- Representatives 
 
 fare the Auditor 
 
 5. Including the Chief Justice, the number of justices on the State 
 Supreme Court is 
 
 5 9 7 15 
 
 6. The total number of representatives from North Carolina in both 
 houses of Congress is 
 
 11 13 9 17 
 
 7. The governor of North Carolina does not have the power to 
 
 veto laws pardon criminals 
 
 call out the militia transact official business with 
 
 another state 
 
 8. Excluding gasoline and other sales taxes, the State's chief source of 
 revenue is 
 
 the income tax the poll tax 
 
 the license tax the inheritance tax 
 
 9. Members of the county board of commissioners are selected by 
 
 the Governor the Legislature 
 
 a vote of the people the Local Government Commission 
 10. The State provides financial support for the current expense of the 
 public schools of the State for a period of 
 
 8 months 4 months 6 months 9 months 
 
 Single-answer 
 
 Directions: On the blank line following each of the names of cities below 
 icrite the name of the county in which it is located. 
 
 1. Wilmington 6. Boone 
 
 2. Asheville 7. Elizabeth City 
 
 3. Durham 8. Murphy 
 
 4. Charlotte 9. Raleigh 
 
 5. Henderson 10. Pinehurst.. 
 
 In addition to the new-type objective tests teachers should 
 occasionally employ the old-type essay test, because it allows 
 pupils to express in their own language their opinions about 
 various phases of the State's development. This type of test also 
 affords a measure of the pupil's ability to organize and interpret 
 facts and other data. Due to the wide variability of certain 
 subjective elements in scoring the essay type of test, teachers 
 should not appraise the work of the class wholly by this device. 
 
 The construction of tests to measure some of the larger goals 
 which may have been set up in the study of the State is very 
 
Suggestions for Teaching the Social Studies 41 
 
 difficult. Complete appraisal cannot be made with any degree of 
 accuracy by any one type of test mentioned above. Such desirable 
 outcomes as constructive attitudes, appreciation of the history 
 and natural beauty of the State, habits of basing conclusions on 
 reliable evidence, development of discriminatory powers, skill in 
 obtaining facts, drawing conclusions, and applying facts can 
 hardly be measured objectively. In appraising the value of these 
 desirable outcomes the teacher should base her evaluation largely 
 on the subjective elements in the situation which may be discerned 
 through careful observation. 
 
 In the final analysis the success of the teacher is shown chiefly 
 in the extent to which the attitudes and skills developed in class 
 are applied to the problems of daily living in North Carolina. 
 
 G. Keeping a Record of Work Done. 
 
 Appraisal of work done is facilitated by the keeping of records. 
 Teachers should keep a Weekly Journal or Daily Log in which is 
 kept a brief running account of the development of each large 
 unit of study. Such a record will serve as a check on the 
 teaching and learning taking place and will serve as a "source 
 book" should the unit be written up later. The Journal need not 
 be kept in such detail as to make it burdensome. 
 
 Teachers will find it both helpful and interesting to keep the 
 best samples of work done by pupils as the unit progresses. Some- 
 times these samples may be of such fine quality as to justify filing 
 and use with other groups in succeeding years. 
 
 The Division of Instructional Service is constantly seeking well- 
 written accounts of units of study developed in the public schools 
 of the State. Teachers who have developed unusual units are 
 requested to write them up and send them in. The following sug- 
 gestions may be helpful in such an activity. 
 
 SUGGESTED OUTLINE FOR WRITTEN ACCOUNTS 
 OF UNITS OF WORK DEVELOPED 
 
 I. How the unit originated. 
 
 How was interest stimulated ? What part did the pupils 
 play in choosing the unit ? What approach to the topic was 
 made? 
 
 II. Preparation Made by the Teacher. 
 
 What reading was done? What materials gathered? 
 What help was received from the librarian, the principal, 
 other teachers, and adults in the community? What prep- 
 aration was made to promote pupil participation in planning 
 the work ? 
 
42 Studying the State of North Carolina 
 
 III. Objectives. 
 
 What objectives did the pupils accept? What were the 
 large objectives that the teacher had in mind? To what 
 extent did the objectives demand the development of new 
 concepts, provide experiences in new areas of learning, etc. ? 
 
 IV. Organization. 
 
 How was the class organized? On what basis were 
 pupils grouped for various activities? What plans were 
 made for the use of various instructional materials ? How 
 did the various activities grow out of the needs of the 
 children ? 
 
 V. Development of the Unit. 
 
 What activities were carried on? How were these ac- 
 tivities related to the topic? What generalizations arose 
 .from the research of the pupils? What were some of the 
 things learned? What skills were practiced by pupils? 
 What provisions were made for individual differences? 
 What possibilities for social growth were provided ? 
 
 VI. Outcomes. 
 
 What values did the pupils think they got out of the 
 experience? What is the teacher's evaluation of the unit 
 of work? 
 
 VII. References and Materials. 
 
 1. For the teacher. 
 
 2. For the pupil. 
 
 Note: The above outline is only suggestive. Changes to suit the teacher 
 should be made freely. Do not limit the account to outline form. Use mostly 
 narration. Be brief. Write up only those things that may prove helpful to 
 other teachers. 
 
 For illustrations of how units may be written up, see the following Depart- 
 ment of Public Instruction Publications: 
 
 No. 235, A Suggested Twelve Year Program, pp. 54-56, "A Second Grade 
 Teaching Situation"; pp. 169-174 "Norway: How the People of a Cold, Moun- 
 tainous Country on the Seacoast Live." (Fourth Grade) 
 
 No. 217, North Carolina: Suggestions for Applying the Social Studies, pp. 
 49-58, "North Carolina in the Past and Today"; pp. 58-62, "North Carolina — 
 A Unit that Permeated an Entire School"; pp. 62-66, "Talented North Caro- 
 linians." 
 
 No. 239, Music in the Public Schools, pp. 56-64, "Indian Life." 
 
 No. 249, Language Arts, pp. 54-56, "The School Garden." 
 
Bayard VVootten. 
 
 OLD MARKET HOUSE 
 
 An outstanding landmark in North Carolina is the Old Market 
 House at Fayetteville. The building is of unusual architectural 
 design. It was constructed in 1838 and was long used as a market 
 place for everything the people had to sell, including slaves in the 
 days before emancipation. During the War between the States 
 soldiers of the Blue and Gray fought around this unique building, 
 which is today one of the city's chief historic attractions. At one 
 time Fayetteville was the seat of government for the State, and 
 the charter for the University of North Carolina was granted 
 here in 1789. 
 
 Are you collecting pictures and stories about interesting places, 
 things and people in North Carolina? 
 
CHAPTER III 
 
 TENTATIVE SUGGESTIONS REGARDING THE 
 SCOPE AND SEQUENCE OF THE PROGRAM 
 
 A. Scope of the Program. 
 
 In keeping with the objectives set up in Chapter I of this bul- 
 letin, it is suggested that the total scope of the instructional pro- 
 gram as it relates to the teaching of the social sciences as applied 
 to North Carolina should consider all the fundamental areas of 
 living in this State. In some schools the work has been too 
 limited in scope to give the pupil a broad concept of the develop- 
 ment of the State. This is due in part to the fact that instruc- 
 tional courses have usually been labeled "North Carolina History". 
 This term is in many respects a misnomer, as the objectives to be 
 considered in this field presuppose instruction in geography, civics, 
 economics, sociology, government, fine arts, and other subject 
 fields as well as in the field of history. In the elementary grades 
 much of the work in some of the fields mentioned above will have 
 to be largely incidental, and at the high school level few schools 
 are large enough to offer special courses relating to North Caro- 
 lina. Therefore, it seems necessary to offer a fused curriculum if 
 the pupil is to receive instruction in all the phases of life in the 
 State. Accomplishment of the desired goals call for closely cor- 
 related work in the subject fields and adequately integrated 
 activities. 
 
 It is difficult to outline work for any grade or for any specific 
 school due to the differences in philosophy and objectives among 
 the various school units. In several states the courses of study 
 have been stated in broad general terms, and the individual 
 schools have been left free to work out the details for their own 
 programs. Such a core curriculum leaves the teacher free to 
 develop her own ideas and to enrich the program by bringing in 
 all of the activities which the interests and needs of the class show 
 to be desirable. Such an organization presupposes a teacher 
 trained in modern and progressive methods of curriculum con- 
 struction and in the use of techniques and procedures which will 
 insure effective functioning of the program. 
 
 This bulletin assumes that not all teachers will approach the 
 core curriculum will suffice. In certain other schools a logical or 
 chronological organization of subject matter, given somewhat in 
 detail, will be required. It is not the purpose of this bulletin to 
 
46 Studying the State of North Carolina 
 
 suggest the elimination of any tried and true method of instruc- 
 tion, not to advocate any one particular method to the exclusion of 
 all other methods. The suggestions regarding the scope of the pro- 
 gram are stated in very broad terms in the hope that teachers will 
 be stimulated to do curriculum work in this field and to design 
 courses of instruction peculiarly adapted to the needs of the par- 
 ticular boys and girls in their classes. 
 
 Modern curricular practices have turned largely toward a core 
 curriculum which includes the study of fundamental problems in 
 many areas of living. The outline below is characteristic of 
 courses of study of this type. 
 
 SUGGESTED SCOPE AND SEQUENCE OF THE SOCIAL 
 STUDIES AS APPLIED TO NORTH CAROLINA 
 
 Nine Areas Of Living To Be Considered In The Program With Suggestions 
 
 Concerning Certain Phases To Be Developed At Various 
 
 Grade Levels 
 
 GRADES I-IV 
 
 Center of Interest: Life in the Immediate Neighborhood : Home, 
 School and Community. The Community as 
 a Part of the State. 
 
 1. Making Adjustments to Natural Environment. 
 
 How natural environment has influenced the people of the 
 community in providing food, clothing, and shelter. 
 
 Community transportation: provisions for and types of 
 travel by land, water, and air. 
 
 Adjustment to seasonal changes. 
 
 2. Making a Living. 
 
 Ways of making a living in the community : farming, manu- 
 facturing, mining, fishing, lumbering, etc. 
 
 Community friends and helpers: farmer, laborer, car- 
 penter, mason, doctor, lawyer, minister, postman, police- 
 man. 
 
 3. Making a Home. 
 
 Kinds of houses found in the neighborhood. 
 Family relationships. 
 Activities in the home. 
 
 4. Providing for Group Living. 
 
 Setting up standards of behavior for the class. 
 Beautifying the classroom. 
 
 Protecting the school and other public property. 
 Understanding the work carried on in public buildings : post 
 office, courthouse, city hall, library, bank. 
 
Suggestions for Teaching the Social Studies 47 
 
 Cooperation for community improvement: public welfare 
 work, community chest, fire prevention week. 
 
 5. Protecting Life and Health. 
 
 Safety in the home, school and community: school patrol, 
 crossing the streets safely, playing safely. 
 
 Community agencies for protection of life and health: 
 police, fire department, hospital, sanitary departments. 
 
 6. Developing a Spiritual Life. 
 
 Religious life in the community. 
 Worship in the school, home, and church. 
 
 7. Expressing Aesthetic Impulses. 
 
 Making the home, school, and community beautiful. 
 Creating beauty in art, literature, and music. 
 Appreciation of art, literature, and music. 
 
 8. Providing for Education. 
 
 The school, church, and home. 
 
 Learning from books, magazines, newspapers, radio, and 
 motion pictures. 
 
 9. Providing for Recreation. 
 
 Community facilities: parks, playgrounds, theatres. 
 Participation in games, parties, picnics, reading, singing. 
 
 GRADES V-VIII 
 
 Center of Interest: Life in an Expanding Environment: County, 
 Region, and State. 
 
 1. Making Adjustments to Natural Environment. 
 
 Geographical implications of the State : size, location, top- 
 ography, climate, elevate ',.:;, bcdiss of water, etc. 
 
 The geologic makirg of ?^"'' . .h Carolina. 
 
 North Carolina as ii o " '.i: , w.dn found it. 
 
 Geographic influences ]■; the settlement of the State. 
 
 Definition of the thre.:! major geographic divisions of the 
 State. 
 
 How the people of North Carolina have made use of their 
 natural environment in providing food, shelter, and cloth- 
 ing. 
 
 Natural resources of the State. 
 
 Early explorations. 
 
 Inventors and inventions. 
 
 Evolution of transportation and communication. 
 
 Community and State agencies for the protection and im- 
 provement of natural resources. 
 
 Services of banks and other depository institutions. 
 
 Maintenance and preservation of records. 
 
 Improvements in our agricultural system. 
 
 The frontier as an influence in North Carolina history. 
 
 The development of business and industry. 
 
48 Studying the State of North Carolina 
 
 2. Making a Living. 
 
 Production and marketing of commodities in North Caro- 
 lina. 
 
 Interdependence of people in the State in making a living. 
 
 How people in the various human use regions of the State 
 obtained a living in times past. 
 
 How physical characteristics and natural resources con- 
 tribute to making a living in contemporary North Caro- 
 lina. 
 
 Acquaintance with different vocations in North Carolina. 
 
 Technological development as a factor influencing living 
 conditions. 
 
 Government regulations affecting labor. 
 
 Mediums of exchange in our own and other times. (The 
 Bechtler coin, State script, Confederate bills, etc.) 
 
 3. Making a Home. 
 
 Houses in the State now and in previous times. 
 
 Changes in family life. 
 
 Customs and manners in the home at different periods in our 
 
 history. 
 How homes in the State may be made more attractive and 
 
 convenient. 
 Difficulties encountered by the pioneers in homemaking. 
 
 4. Providing for Group Living. 
 
 How State government is financed. 
 
 Organization of State government. 
 
 Outstanding leaders in the social, political, and economic 
 
 development of North Carolina. 
 Prevention of crime. 
 Institutions for the handicapped. 
 Conduct of elections. 
 
 Privileges and responsibilities of citizenship in the State. 
 Protection of civic rights and privileges through law and the 
 
 courts. 
 The conflicts of East and West, past and present. 
 Government agencies and services. 
 North Carolina in national affairs. 
 
 Organization and function of political parties in the State. 
 The adjustment of race relations. 
 
 5. Protecting Life and Health. 
 
 State agencies for the protection of life and health. 
 The prevention and control of communicable diseases. 
 Protection of the consumer from adulterated and harmful 
 
 products. 
 State institutions for the protection and improvement of 
 
 mental, emotional, and social health. 
 Eradication of pests and disease-carrying insects. 
 Provisions for highway safety. 
 Hospital services. 
 
Suggestions for Teaching the Social Studies 49 
 
 The State Board of Public Welfare. 
 Social security. 
 
 6. Developing a Spiritual Life. 
 
 Organizations for developing the spiritual and emotional 
 
 life of the State. 
 Importance of the church in our early history. 
 Importance of the church in contemporary North Carolina 
 
 life. 
 Religious tolerance in the State. 
 
 7. Expressing Aesthetic Impulses. 
 
 Appreciating the natural beauty of North Carolina. 
 Architectural design in North Carolina: examples of good 
 
 architecture in the State. 
 Great artists, musicians, and writers of North Carolina. 
 The collection and preservation of art treasures. 
 Improvement of the cultural life of our people. 
 
 8. Providing for Education. 
 
 Public schools — past and present. 
 
 Development of education in North Carolina. 
 
 Great educational leaders in North Carolina. 
 
 Provisions for educating the atypical : deaf, blind, crippled, 
 
 mentally deficient. 
 Provisions for higher education. 
 Provision for public libraries. 
 
 9. Providing for Recreation. 
 
 Recreation in our own and other times. 
 National parks and forests in North Carolina. 
 State parks and other recreational areas. 
 Resort resources in the State. 
 State control of amusement concerns. 
 
 Community and State responsibility for wholesome recrea- 
 tion and suitable recreation facilities. 
 Exploitation of natural resort resources. 
 Commercialized forms of recreation. 
 
 B. Suggestions for Various Grades. 
 
 GRADES I-IV 
 
 In these grades the study of North Carolina may be largely 
 incidental, leaving specific treatment of the State as a political 
 subdivision to be initiated in the fifth grade. Instruction in these 
 grades should result in learning which will orient the pupil for the 
 expanded curriculum of the upper elementary grades. The work 
 should be so directed as to insure the child's learning much about 
 his immediate environment. In the fourth grade excellent op- 
 portunities for the beginning of comparative geography are af- 
 forded by the geography course, which treats the Mediterranean, 
 
50 Studying the State of North Carolina 
 
 Nile, Congo, and other regions. Comparisons of life in these 
 regions with life in the child's community bring out contrasts and 
 similarities that intensify concepts and establish associations 
 which encourage the acquisition and retention of essential social 
 science knowledge. Old-time stories and accounts of description 
 and travel in the State should supplement the study. Among the 
 learnings which children should gain in these grades are the 
 following : 
 
 1 jL 1. Recognition of North Carolina as a political subdivision of 
 the nation. 
 
 2. Realization of nativity or residence in North Carolina. 
 
 3. Recognition of the map of North Carolina. 
 
 4. Stories of North Carolina and happenings in the State long 
 ago. (Indian units in the lower grades furnish an excellent 
 background for this. For a list of stories and articles about 
 Indians that primary children can read, see Eloise Rue: 
 Subject Index to Books for Primary Grades. Chicago: 
 American Library Association. 1943. pp. 119-122. Ma- 
 terials for more advanced readers are listed in Subject 
 Index to Books for Intermediate Grades, 1940. Same 
 author and publisher. Both books have supplements cover- 
 ing mr.terials for recent years.) 
 
 5. Appreciation of old landmarks, courthouses, churches, cem- 
 eteries, boat landings, forts, settlements, roads, museums, 
 monuments, holidays, and special occasions. 
 
 6. Relation of North Carolina and North Carolinians to other 
 places and people. 
 
 7. Recognition of racial contributions to the development of the 
 State. 
 
 8. A consciousness of the present as an ougrowth of the past. 
 
 9. Recognition of changing conditions in the State. 
 
 10. North Carolina flag, seal, historical markers and other 
 symbols. 
 
 11. North Carolina songs. 
 
 GRADE V 
 
 Considerable emphasis should be placed on the study of North 
 Carolina in this grade. The fifth grade curriculum includes the 
 study of American history and the geography of the United 
 States, inclusions which make a special study of the State at this 
 point appropriate, desirable, and economical. The history and 
 geography of the State may be studied concurrently with United 
 
Suggestions for Teaching the Social Studies 51 
 
 MAKING HISTORY LIVE 
 
 A Fifth Grade Unit of Study on Colonial Life in North Carolina 
 
 States history and geography or special units of study on North 
 Carolina may be developed in the fall or spring. It is perhaps 
 more economical at this grade level to study the State and the 
 Nation concurrently as this plan makes it easier to clarify in the 
 mind of the pupil the important part North Carolina has played in 
 our Nation's history. If this procedure is followed, the work may 
 be divided into nine units, as follows, with a month, more or less, 
 for each. 
 
 I. Early Exploration and Attempts at Settlement. 
 
 II. Early Settlers and How They Lived. 
 
 III. North Carolina Under the Lords Proprietors. 
 
 IV. North Carolina as a Royal Colony. 
 
 V. North Carolina's Part in the Revolution. 
 
52 Studying the State of North Carolina 
 
 VI. How North Carolina Grew and Helped Build the New 
 
 Nation. 
 VII. The Part North Carolina Played in the War Between 
 
 the States. 
 VIII. North Carolina in the New Age of Progress and Her 
 Part in Two World Wars. 
 IX. Our State Today. 
 
 Geographical features have played an important part in the 
 history of North Carolina and should therefore receive consider- 
 able attention in the fifth grade, not only because of the study of 
 North Carolina but also because of the history and geography of 
 the United States which come at this point. The following out- 
 line will suggest geographical implications that should be under- 
 stood. 
 
 GEOGRAPHIC INFLUENCES IN THE HISTORY OF 
 NORTH CAROLINA* 
 
 I. Settlement. 
 
 1. Causes of failure of first attempts at settlement: 
 
 a. Dangerous coast — outer banks with absence of suitable 
 
 permanent inlets, 
 d. Lack of seaport. 
 c. Dry sand and wet swamps unsuitable for extensive 
 
 farming. 
 
 2. First permanent settlers arrived overland from neighboring 
 colonies — West Coastal Plain a natural highway south from 
 Pennsylvania and Virginia and north from South Carolina. 
 
 3. Coastal Plain — similar to lowlands of Scotland — attracted 
 Scotch settlers. 
 
 4. Piedmont — similar to North Germany — attracted German 
 settlers. 
 
 5. Desire for better lands on the frontier attracted settlers 
 from various groups in the East and hastened amalgamation 
 in the West. 
 
 II. Ways of Living Influenced by the Geography of the State. 
 
 1. Coastal Plain suitable for large farms — feudal system ap- 
 plicable. 
 
 2. Piedmont and West adapted to small farms and more di- 
 versified agricultural pursuits. 
 
 III. Geographic Influences During the Revolution. 
 
 1. Inaccessibility by sea kept out the British. 
 
 2. Sparse population did not encourage cooperation — gave rise 
 to the Regulator Movement. , 
 
 3. Isolation prompted independence. 
 
 4. Troop movements largely confined to natural highways. 
 
 ♦Adapted from Ben F. Lemert, "Geographic Influences in North Carolina History", North 
 Carolina Historical Review, October, 1935. 
 
Suggestions for Teaching the Social Studies 53 
 
 IV. From the Revolution to the Civil War. 
 
 1. In agricultural interests the Coastal Plain opposed the Pied- 
 mont. 
 
 2. Invention of cotton gin and rise of large plantations and 
 large fortunes in the East. 
 
 3. Exhaustion of land in the East and exodus of farmers to 
 fresh lands to the West. 
 
 V. The Civil War Period. 
 
 1. Industrial and commercial activity a minor phase of the eco- 
 nomic life of the State at this time. 
 
 2. Agricultural interests paramount; tremendous investment 
 in slaves. 
 
 3. Agricultural system based on production of crops by slave 
 labor. 
 
 VI. Reconstruction Period. 
 
 1. Resources undeveloped due to lack of funds resulting from 
 collapse of Confederate financial structure. 
 
 2. Economic system upset through loss of money, property, 
 and slaves. 
 
 3. Agricultural system based on production of crops by slave 
 labor. 
 
 VII. Modern North Carolina a Result of More Effective Use of 
 Natural and Human Resources. 
 
 1. Collapse of agricultural system through abolition of slavery 
 — necessity for new ways of using resources. 
 
 2. Introduction of manufacturing about 1880. 
 
 3. Plentiful labor from farm. 
 
 4. Development of water power resources encourages industry. 
 
 5. Development of furniture industry provides market for 
 lumber and labor. 
 
 6. Tobacco and cotton industries thrive on adaptable labor and 
 proximity to sources of raw materials. 
 
 7. Decentralization of power resources and human resources 
 offer unique opportunity to industries. 
 
 8. Contemporary problems largely occasioned by attempts to 
 make better adaptations to a variety of environmental in- 
 fluences. 
 
 9. Effective use of the wide range of natural resources — pos- 
 sibilities for further development as a "balanced state." 
 
 References : 
 
 State-adopted free basal texts and material selected from Chapter V of 
 this bulletin. 
 
54 Studying the State of North Carolina 
 
 GRADE VI 
 
 The total sixth grade social studies program is concerned 
 chiefly with Europe. Free basal texts are supplied for European 
 geography and European history. It seems appropriate, there- 
 fore, to consider European contributions to North Carolina life in 
 this grade. Particular emphasis should be placed on cultural 
 developments — how the government and the thought and customs 
 of the people have been affected by European beginnings and the 
 way North Carolinians have adapted European ideas and have 
 developed new ideas for changed conditions in a new world. 
 Development of the North Carolina phase of this social science 
 course might take place concurrently with the development of 
 units of study treating European history and geography. A 
 suitable plan, however, is the development of a separate unit on 
 North Carolina after the class has had experiences in centers of 
 interest directly concerned with European problems. Considera- 
 tion at such a point allows development of European backgrounds 
 and also furnishes an excellent means of relating that background 
 to the immediate life of the child. To establish this relation and 
 to touch on some of the cultural phases usually slighted, a unit 
 of study covering a period of a month or two can be justified. 
 
 The following brief suggestions indicate some of the pos- 
 sibilities afforded in the total sixth grade social studies program 
 for the study of North Carolina : 
 
 OLD WORLD CONTRIBUTIONS TO LIFE IN 
 NORTH CAROLINA 
 
 I. Farming. 
 
 1. Seeds and plants from the old world. 
 
 2. Domesticated animals introduced into North Carolina. 
 
 3. Methods of farming. 
 
 4. Indian contributions to European civilization. 
 
 II. Industries. 
 
 1. Arts and handicrafts in the early homes. 
 
 2. Later development of the factory system. 
 
 3. Early importation of manufactured goods. The effect of 
 the trade laws and navigation acts. 
 
 4. The European guild system and the adaptation to conditions 
 in North Carolina. 
 
 III. Trade and Commerce. 
 
 1. Monetary system: English and Spanish coin and notes — 
 introduction of the decimal dollar system. 
 
 2. Business practices: Rise of the capitalistic system. 
 
 IV. Transportation. 
 
 1. Road building — influence of Rome, England, and other 
 countries on roads. 
 
Suggestions for Teaching the Social Studies 55 
 
 2. Horses and vehicles — importations and necessary adapta- 
 tions. 
 
 3. Boats. 
 
 4. Canals. 
 
 V, Home Life. 
 
 1. Customs and habits — differences among English, Scotch, 
 and German settlers in North Carolina. 
 
 2. Homes and types of houses — effect of pre-conceived notions 
 of nationalities. 
 
 VI. Government. 
 
 1. English governmental practices. 
 
 2. Experiments and adaptations in colonial North Carolina: 
 self-government, representation, democracy. 
 
 3. Importance of American contributions. 
 
 VH. Laws. 
 
 1. Hebrew contributions — the Ten Commandments. 
 
 2. Roman contributions. 
 
 3. English contributions. 
 
 VHL Protection of Life and Health. 
 
 1. European knowledge of medicine and lack of science in early 
 practices. 
 
 2. European weapons. 
 
 3. Old world systems of forts. 
 
 4. Failure of open-field methods of warfare: necessity for 
 adopting Indian tactics. 
 
 5. Development of pioneering. 
 
 IX. Religion. 
 
 1. Contribution of the Hebrews. 
 
 2. The Christian religion and the European reformation. 
 
 3. Sects and denominations of European origin. 
 
 X. Literature and Music. 
 
 1. English literature predominant. 
 
 2. Effect on thought, attitudes and habits of early North Caro- 
 linians. 
 
 3. European songs. 
 
 4. Development of American folk songs and plays. 
 
 XL Architecture. 
 
 1. Greek and Roman influences. 
 
 2. Gothic influences. 
 
 3. Development of American style. 
 
 XII. Education. 
 
 1. Connection between school and church. 
 
 2. Classical curriculum from 17th century England. 
 
 3. Education in the home and by private tutors. 
 
 4. Development of a system of pubHc schools. 
 
 XIII. Recreation, 
 
 1. Games, dances, parties. 
 2. American innovations — husking and quilting bees. 
 
56 Studying the State of North Carolina 
 
 XIV. Population. 
 
 1. Race elements in North Carolina's population. 
 
 2. Places of settlement of various nationalities. 
 
 3. Characteristics of English, Scotch, Scotch-Irish, German, 
 Swiss, French, and Negro settlers. 
 
 4. Characteristics still dominant in North Carolinians. 
 
 References : 
 
 For the pupil: The basal history text for the sixth grade presents 
 material suitable for correlation with a study of Old 
 World contributions to North Carolina. Among other 
 titles helpful in the total sixth grade program are: 
 
 Andrews. Ten Boys Who Lived on the Road from Long Ago to Now. 
 Ginn. 
 
 Bachman. Great Inventors and Their Inventions. American. 
 
 Bonser. How the Early Hebrews Lived and Learned. Macmillan. 
 
 Chapman. Stories of Our European Forefathers. Houghton. 
 
 Coffman. New Woild Settlement. F. A. Owen. 
 
 Coulcomb. What Europe Gave to America. Scribners. 
 
 Dearborn. How the Indians Lived. Ginn. 
 
 Demlng. Indian Life. Laidlaw. 
 
 Hall. Our Ancestors in Europe. Silver. 
 
 Kelty. The Old World Beginnings of America. Ginn. 
 
 Riis. Making of an American. Macmillan. 
 
 Wells. How the Present Came for the Past. Macmillan. 
 
 Woodburn & Moran. Finders and Founders of the New World. 
 Longmans. 
 For the teacher: See Chapter V. of this bulletin. 
 
 GRADE VII 
 
 The seventh grade study of North Carolina should emphasize 
 the geography of the State. Basal material is provided in the 
 supplement to the State-adopted geography for the seventh grade. 
 In developing instructional units, however, it is suggested that 
 provision be made for a brief review of the history of the State. 
 Such a review may be developed as a center of interest in the 
 study of American history which takes place in this grade. 
 
 Throughout the major courses in history and geography in this 
 grade teachers should seek to establish relationships between 
 North Carolina and other places studied. Similar geographic 
 conditions and similar movements in history should be recognized 
 and interpreted; contrasts should be revealed and implications 
 explained. Special attention should be given to North Carolina's 
 part in the development of the United States. 
 
 A statement of desirable outcomes will serve as an indication of 
 the lines along which the study should be developed. 
 
Suggestions for Teaching the Social Studies 57 
 
 I. Major understandings. 
 
 1. An understanding of how natural environment has in- 
 fluenced the settlement of the State and determined ways of 
 making a living. 
 
 2. An understanding of the basic factors in living in each of 
 the human use regions of North Carolina: Tidewater, 
 Western Coastal Plain, Piedmont, and Mountains. 
 
 3. A concept of North Carolina as a State of economic and geo- 
 graphic contrasts which make for diversification of occupa- 
 tions and a balanced economy. 
 
 4. An understanding of geographic factors which make North 
 Carolina a State of small towns and decentralized industry. 
 
 5. An understanding of the influence of cultural elements in the 
 development of the State. 
 
 II. Abilities and Skills. 
 
 1. To read and interpret maps of North Carolina showing such 
 features as topography, political subdivisions, rainfall, temp- 
 eratures, products, populations, manufacturing, and other 
 information which can be shown symbolically. 
 
 2. To locate the physiographic regions on an uncaptioned map. 
 
 3. To locate centers of industry, education, agriculture and 
 places of scenic and historic interest. 
 
 4. To locate national and State parks. 
 
 5. To locate arterial routes of the railways, highways, air- 
 ways, and waterways of the State. 
 
 6. To locate the State institutions of public welfare and higher 
 learning. 
 
 7. To trace briefly the development of industry and agriculture 
 in the State. 
 
 8. To describe briefly the natural resources of the State. 
 
 9. To describe the organization and function of contemporary 
 government. 
 
 III. Appreciations and Attitudes. ^ 
 
 1. Appreciation of the cultural heritage of the State. 
 
 2. Appreciation of natural resources and scenic beauty. 
 
 3. Realization that every North Carolinian has a part in the 
 development of the State. 
 
 GRADE VIII 
 
 The Central Curriculum Committee of the Twelve Year Pro- 
 gram Study gave much thought to the problem of grade place- 
 ment with reference to the study of the State. It was the con- 
 sensus of this group of more than 100 teachers and administrators 
 that the whole program for the eighth grade should be built up 
 around the study of North Carolina and its various local com- 
 munities. The Committee felt that eighth grade pupils were 
 mature enough to consider some of the more intricate social and 
 
58 Studying the State of North Carolina 
 
 economic problems of the State, and for the most part had 
 developed sufficient reading skill to enable them to use profitably 
 most of the published materials about the State, 
 
 The type of social studies program which the Committee en- 
 visioned for eighth grade pupils is very broad and includes not 
 only history but also geography, sociology, economics, and other 
 social science work. The broad experiences growing out of such 
 a study would serve as a core for the whole program and a means 
 of integrating learning from all fields. When this plan is followed, 
 arithmetic problems would be related to North Carolina; the 
 science work woud give special attention to North Carolina plants, 
 animals, and minerals ; the study of health would be centered upon 
 State health problems ; the language arts work would include much 
 about North Carolina writers, and about literature with a North 
 Carolina setting ; and all pupils would be given an opportunity to 
 learn about North Carolina music and art. 
 
 In the language arts area, for example, pupils at this educational 
 level can use profitably much of the literature by North Caro- 
 linians, and also that with a North Carolina setting, for parallel 
 reading. As an experiment, one eighth grade teacher asked each 
 pupil to write a review of the North Carolina book he liked best. 
 The following reviews are of books that seem to be most popular 
 with the pupils. They show that many eighth graders can read 
 such material with profit and pleasure. 
 
 BOOKS ABOUT NORTH CAROLINA WHICH WE 
 HAVE ENJOYED* 
 
 Meggy Mcintosh by Elizabeth Janet Grey 
 
 Meggy Mcintosh is the story of a Scotch girl of the 1770's who came to 
 America to follow in the footsteps of Flora McDonald. This book, based on 
 actual historical happenings, is written about the Cape Fear region of North 
 Carolina during the Revolutionary Period. The author, popular writer of 
 North Carolina stories, is Elizabeth Janet Grey. 
 
 Berta Allen Russ. 
 
 Jane Hope by Elizabeth Janet Grey 
 
 Jane Hope is the exciting story of a typical American girl of twelve. The 
 story takes place in Chapel Hill, N. C. This book gives interesting facts about 
 the University of North Carolina. 
 
 The height of Jane Hope's ambitions was to go to the dances at the 
 University. Her schemes at trying to get an invitation make this book one 
 you will not forget. It is easy to read and is interesting to both boys and girls. 
 
 Betty Shields. 
 
 *Reviews written by pupils in the eighth grade, Needham Broughton High School, Kaleigh, 
 Mrs. Mary Sue Beam Fonville, Teacher. 
 
Suggestions for Teaching the Social Studies 59 
 
 Tliey Loved To Laugh by Kathryn AVorth 
 
 The story told in this book takes place in Guilford County, North Carolina, 
 about 1831. It tells tow Martitia Rowland learned to laugh after the death of 
 her mother and father when she went to live with Dr. David, the country 
 doctor. Dr. David had an interesting family consisting of his wife, a daughter 
 and five sons. The book tells not only the story of Martitia but also shows 
 the contributions each of his five sons made to our State. 
 
 Nancy Rawls 
 Ann Barnes. 
 
 River Rising by Hubert Skidmore 
 
 The story of a boy of eighteen and how he wished to become a doctor is 
 written in a very interesting form in this book. York Allen, the main 
 character, had many hard times while he was teaching school in a lumber 
 camp for $200, which he hoped would send him to medical school. I enjoyed 
 River Rising, because of the way in which the author described the ways of 
 the people in the back hills of North Carolina. 
 
 Ned Ruggles. 
 
 Marching On by James Boyd 
 
 This book continues the story of the Fraser family which was begun in 
 Drums. It centers around James Fi'aser and his love and military life in the 
 Civil War. It shows something of the courage of the people of the South 
 before the war and how they belittled the Yankees. You get an idea of the 
 hardships and torture of the soldiers on both sides. There is a beautiful 
 description of plantation life before the war and how all this was changed by 
 the war. This book is very interesting and is certainly worth reading. 
 
 Hubert Rhodes. 
 
 The Lost Colony by Paul Green 
 
 The story of the colonists sent from England by Sir Walter Raleigh to 
 Roanoke Island, is vividly told by Paul Green in his "Symphonic drama," 
 The Lost Colony. This play tells of the friendly and unfriendly Indians to 
 the colonists, the hardships in the early lives of the settlers and the birth and 
 christening of Virginia Dare, the first English child born in America. It does 
 not, of course, solve the mystery about what happened to the Roanoke settlers, 
 but it does help them catch something of their faith and courage. 
 
 Barbara Barnes. 
 
 The Highland Call by Paul Green 
 
 The Highland Call, by Paul Green is a play about the life of Flora McDonald, 
 the Scotch heroine. It covers the period from the time she came to America 
 with her family and settled in North Carolina until she was sent back to 
 Scotland by Revolutionary War leaders. It is filled with the exciting history 
 of the Scotch settlers. Throughout the play you find humorous lines. It 
 mentions many outstanding Scotch names prominent in North Carolina 
 history. 
 
 Joe Beach. 
 
 The Four Million by O'Henry (William Sydney Porter) 
 
 In the introduction to this book, O'Henry states that one person said that 
 there were only four hundred people in New York worth noticing. He thought 
 that there were four million people worth attention. In this book he portrays 
 the life of some of these four million. In accordance with his style of writing, 
 the stories have very surprising endings. Some of the stories I liked best are 
 "Memoirs of a Yellow Dog," "Gift of the Magi," "The Skylight Room," and 
 "The Romance of a Busy Broker." 
 
 Robin Scroggs. 
 
60 Studying the State of North Carolina 
 
 stories of the South by Addison Hibbard 
 
 Would you like to read a book of short stories about the South? You can 
 find such tales in the book, Stories of the South. Addison Hibbard collected 
 and edited the twenty-six different stories, each of which is by a different 
 author. Some of these stories are about the Confederate armies and why 
 they failed. Other stories have such titles as: "Mt. Pisgah's Christmas 
 Possum," "The Gay Dangerfields," "Pioneers," "A River of the Black Border," 
 and "Buttin' Blood." 
 
 W. L. Slater, Jr. 
 
 Bundle of Troubles and Other Tar Heel Tales by W. C. Hendricks 
 
 In order to preserve some of the old tales which have never died out in 
 North Carolina, the workers of the North Carolina Writers Project visited 
 people, black and white, in all the sections of North Carolina and recorded the 
 tales they told. These tales have recently been printed in a book which was 
 edited by W. C. Hendricks and illustrated by Hilda Ogburn. Some of the 
 most enjoyable stories are "Bundles of Troubles," "Pappy's Tater Patch," 
 "Trocea," "A Night At Pickey's," "Cheese-box Church," "John Henry of the 
 Cape Fear," "Miss Nanny," and "Woman Trouble." These tales are full of 
 interest and humor, and make delightful reading. 
 
 Joyce Sapp. 
 
 Cabins in the Laurel by Muriel Early Shepherd 
 
 Have you ever read a book about people who have never heard jazz music, 
 do not wear shoes except in winter, and wear overalls for their Sunday best? 
 You can find out about such people in Gahins in the Laurel. The character-s 
 in this book are real; they are residents of the Toe River Valley in Western 
 North Carolina. The book tells about their life as farmers. The people of 
 this valley as a whole live to a ripe old age, and often they live so long that 
 they forget how old they really are. They seem old fashioned in their ideas 
 and habits. It is interesting to read about them. 
 
 Martha Jo Sedberry. 
 
 Down Goose Creek by William Seeman 
 
 This is an exciting and interesting book about a journey made in a canoe 
 down Goose Creek into the Neuse River, and finally, to the ocean. The trip 
 was made by William Seeman, his father, and "Shady Jones," a Scout leader. 
 Since the author was only ten years old when he wrote the book, you might 
 imagine the book is just for very young people, but it is not. You may learn 
 by reading it many interesting things about the Neuse River and the land 
 around it. 
 
 Joyce Richert. 
 
 Doxon Home by Carl Goerch 
 
 A very vivid picture of North Carolina from the mountain people in the 
 west to the fishermen on our eastern coast is given in Down Home, by Carl 
 Goerch. It gives better understanding, and educational resources. The book 
 also tells of many of our State's outstanding and interesting people and gives 
 some true stories of events that have taken place in our State. 
 
 Alice Sanders. 
 
 Miss Sue and the Sheriff by Robert Burton House 
 
 This is a true story about the home life of a Halifax County boy who is 
 grown now and serves as Chancellor of the University of North Carolina at 
 Chapel Hill. He had nine sisters and brothers — Charles, Joe, John, Harvey, 
 Hugh, Helen, Mary, Sue, and Norman. All of them paired off by age but he 
 was too young to go around with the older children and too old to go around 
 with the younger ones. He always wanted to be older until he had an 
 exciting experience that changed his mind and left him content to be young. 
 
 Shirley Benson. 
 
Suggestions for Teaching the Social Studies 61 
 
 The Boy's Life of the Wright Brothers by Mitchell V. Charnley 
 
 This book is both an interesting biography of two famous men and an 
 interesting story of the experiments and early history of the airplane. "Wilbur 
 and Orville Wright were sons of a minister. Wilbur was born in 1867 and 
 Orville in 1871. Most of their education was gained at home. From early 
 boyhood they had a keen interest in aeronautics. The book tells the story of 
 the time and study spent in perfecting the airplane, of the caution and care 
 in making experiments, and of the first flight at Kitty Hawk, North Carolina. 
 It makes one realize the important part the sand dunes of our native State 
 played in the first flight of the airplane. 
 
 Randall Shipstead. 
 
 Many teachers are "history-minded" and will want to make 
 history the core of the eighth grade program. Such an approach 
 is quite satisfactory, if the study is adequately broadened and 
 enriched. In fact, most eighth grade teachers have found that 
 the abundance of historical material that can be read by eighth 
 grade pupils makes such a plan most desirable in large classes. 
 By guiding pupils into appropriate activities and by emphasizing 
 important aspects of the study, pupils will master essential in- 
 formation and grain clear concepts. The following outlines show 
 how the major centers of interest may be developed:* 
 
 NORTH CAROLINA HISTORY 
 
 Centers of Interest 
 
 I. North Carolina as the White Man Found Her. 
 II. Permanent Settlers in North Carolina. 
 
 III. Early North Carolina Government (1663-1776) : 
 
 (a) King, (b) Proprietor, (c) King. 
 
 IV. North Carolina during the Revolutionary War. 
 V. Life in North Carolina from 1790 to 1860. 
 
 VI. North Carolina Blighted by the Civil War. 
 VII. North Carolina's Return to Prosperity since 1900. 
 
 Concepts to Aspects To Be 
 
 Be Developed Emphasized Suggested Activities 
 
 Unit I. North Carolina as the White Man Found Her. 
 
 Natural What nature has done for Considerable map work 
 
 resources our State — should be done in order to 
 
 1. Native animal life fix sounds, rivers, moun- 
 
 2. Native plant life tain ranges, etc. 
 
 3. Minerals and soils Read history and geogra- 
 
 4. Water power phy material. 
 
 *From State Department of Public Instruction Publication No. 189, A Study In Curriculum 
 Problems, pp. 209-212. 
 
62 
 
 Studying the State of North Carolina 
 
 Concepts to 
 Be Developed 
 
 Adaptation of 
 life to physical 
 environment 
 
 Aspects To Be 
 Emphasised 
 
 What white men found 
 here — 
 
 1. Indian life and cus- 
 toms. 
 
 2. Indian responses to 
 white man. 
 
 How North Carolina is di- 
 vided into three physical 
 regions w'hich have de- 
 veloped equally distinct 
 historical patterns — 
 
 1. Shifting sandbanks and 
 changing inlets make 
 the coast unsuitable for 
 ships to enter. 
 
 2. The rivers of the Pied- 
 mont section that flow 
 through South Carolina 
 to the ocean were ave- 
 nues for earlier settlers 
 to enter North Carolina. 
 
 3. In early days the Blue 
 Ridge formed a barrier 
 between East and West, 
 preventing easy migra- 
 tion westward. 
 
 Raleigh's attempt at settle- 
 ment failed partly because 
 of the character of the 
 Carolina coast. 
 
 Other settlements. 
 
 Suggested Activities 
 
 Through field trips the ^n- 
 eral topography of soils, 
 kinds of trees in each re- 
 gion, and all types of 
 plant and wild life should 
 be emphasized and speci- 
 mens classified or mount- 
 ed. 
 
 Through dramatizations, 
 playlets (in costumes 
 made by children), clay 
 modeling, making friezes, 
 etc., illustrate Indian life. 
 
 Make a physical map of 
 North Carolina showing 
 major divisions, streams, 
 etc. 
 
 Make the Roanoke Island 
 settlement in miniature. 
 
 Unit II. Permanent Settlers in North Carolina. 
 
 Influences of 
 geography on 
 early settlers 
 
 How geographical influ- 
 ences determined location 
 of settlers — 
 
 1. English in eastern, 
 tidewater region. 
 
 2. Highland Scotch on 
 Cape Fear. 
 
 3. Scotch-Irish and Ger- 
 mans in Piedmont re- 
 gion. 
 
 Why our mountains receiv- 
 ed a mixture of all nation- 
 alities. 
 
 Dealings with Indians. 
 
 Native customs and inter- 
 ests of early white people 
 in North Carolina. 
 
 On outline maps locate (by 
 using various colors) all 
 nationalities. 
 
 Interview older people in 
 community and report on 
 outstanding people and 
 landmarks. 
 
 Read extensively and enjoy 
 poems by John Charles 
 McNeil. 
 
 Summary: Have oral or 
 written reports of group 
 work. These may be in 
 dialogue, puppet shows, 
 old time story telling, 
 playlets, dramatizations, 
 chapel programs. Use 
 Jamestown settlement, 
 The Lost Colony, Sir 
 Walter Raleigh, Indian 
 Life. . 
 
Suggestions for Teaching the Social Studies 
 
 63 
 
 Concepts to 
 Be Developed 
 
 Aspects To Be 
 Emphasized 
 
 Suggested Activities 
 
 Unit III. Early North Carolina Government (1663-1776). 
 
 Life in North 
 Carolina under 
 proprietors 
 and under 
 the king 
 
 How a country is ruled by 
 a king or queen. 
 
 How North Carolina came 
 to have proprietary gov- 
 ernment and the effect on 
 the people. 
 
 How representatives were 
 chosen by the people to 
 help make the laws. Ef- 
 fects. 
 
 Why proprietors sold land, 
 collected rent, and taxes. 
 Results. 
 
 Why the English king re- 
 claimed Carolina and how 
 he ruled. Effect. 
 
 Why N. C. fought for her 
 king. 
 
 Effect of sectional disputes 
 over allegiance. 
 
 Why N. C. took steps to- 
 ward independence. Pe- 
 riod of stress. Final re- 
 sults. 
 
 Dramatize colonial life un- 
 der the proprietary gov- 
 ernment. 
 
 Study "Trade Laws" of 
 this era. 
 
 List England's advantages 
 in getting Carolina away 
 from the proprietors. 
 
 Summary: Construct a 
 "Time line" (1663-1729) 
 locating leading events of 
 whole period. 
 
 Debate: North Carolina 
 Government under the 
 king versus proprietors. 
 
 Reports on Transylvania 
 and Watauga settlements. 
 
 Make scrapbooks of local 
 history (Moore's Creek 
 Bridge, Hillsboro). 
 
 Summarize entire period. 
 
 Unit IV. North Carolina during the Revolutionary War. 
 
 Adaptations 
 to political 
 conditions 
 
 Adoption cf 
 State Con- 
 stitution 
 
 How the inhabitants settled 
 matters at home. Develop- 
 ment of parties. 
 
 Why North Carolina con- 
 tributed soldiers and offi- 
 cers to help with the war. 
 
 Problems facing North 
 Carolina at close of war. 
 
 How to treat the Tories. 
 
 What to do with the west- 
 ern lands. 
 
 Should North Carolina >join 
 the Union. 
 
 How to operate under Na- 
 tional Constitution. Need 
 for State Constitution. 
 
 Dramatize the Halifax con- 
 vention. 
 
 List and impersonate North 
 Carolina signers of Decla- 
 ration of Independence. 
 
 Trace on outline maps with 
 colors: 
 
 1. Cornwallis' march to 
 Charlotte. 
 
 2. Green's retreat to the 
 Guilford Courthouse. 
 
 3. Cornwallis' flight from 
 Guilford to Wilming- 
 ton. 
 
 Summary: Lead the pupils 
 to see the unit as one co- 
 herent narrative. 
 
 Unit V. Life in North Carolina from 1790-1860. 
 
 Hardships 
 during the 
 first forty- 
 five years of 
 independence. 
 
 How the East and West 
 differed: home life, busi- 
 ness life. 
 
 Lack of roads, schools, and 
 churches. 
 
 Rapid decrease in popula- 
 tion due to worn-out lands. 
 
 Improvement in first forty- 
 five years: new capitol, 
 State University, roads, 
 money for free schools. 
 
 Show relation of North 
 Carolina and United 
 States by an events chart. 
 
 Show by graph improve- 
 ments due to State aid — 
 schools, roads, etc. 
 
 Encourage reading of biog- 
 raphies such as: Calvin 
 H. Wiley (first State 
 Superintendent of 
 Schools), John M. More- 
 
64 
 
 Studying the State of North Carolina 
 
 Concepts to Aspects To Be 
 
 Be Developed Emphasized 
 
 Changes in How the Constitution was 
 
 State Con- changed, giving election 
 
 stitution. of governor to people. 
 
 How for fifteen years Whig 
 governors favored State 
 aiding internal improve- 
 ments. 
 
 Transportation: by rivers 
 and canals, building of 
 railroads. 
 Literary Fund for schools 
 in 1825. 
 State system of schools be- 
 gun in 1840. 
 
 Churches make provision 
 for education of women. 
 State Institution for Deaf, 
 Dumb, and Blind estab- 
 lished. 
 
 State Hospital for Insane 
 built. 
 
 Unit VI. North Carolina Blighted by the Civil War. 
 
 Improvement 
 by leaps and 
 bounds. 
 
 Suggested Activities 
 head (.promoter of rail- 
 roads), David L. Swain 
 (leader in convention of 
 1835 and president of 
 State University). 
 Draw railroad systems and 
 locate connecting towns 
 on an outline map. 
 
 Summary: Sketch a large 
 North Carolina map and 
 indicate internal improve- 
 ments. 
 
 Develop stage scenes giv- 
 ing cross-section of North 
 Carolina growth. 
 
 Life in North 
 Carolina with 
 slavery. 
 
 Dark Days in 
 North Carolina 
 
 What was the basis for se- 
 cession? 
 
 How were the people di- 
 vided on the question? 
 
 What was the effect of 
 Lincoln's call for troops? 
 
 North Carolina's contribu- 
 tion to the Civil War. 
 
 What were the major prob- 
 lems? 
 
 Civil Rights Bill. 
 
 14th Amendment. 
 
 Convention of 1868. 
 
 The Negro. 
 
 How agriculture and indus- 
 try were hindered. 
 
 Why new political parties 
 came into existence. 
 
 Unit VII. 
 
 Dawn of a 
 
 New Era 
 
 period 
 North Carolina's Return to Prosperity since 1900 
 
 Dramatize Convention of 
 1861. 
 
 Through dialogues and de- 
 bates extend interests in 
 group and social problems. 
 
 i'romote appreciation of 
 deeds of forefathers; 
 laitnfumess of Negroes; 
 heroism of N. C. Women. 
 
 MaKe descriptive booklet of 
 outstanding persons in 
 this period. 
 
 Interview oid citizens and 
 give reports on: Days of 
 If'reedom, Ku Klux Klan, 
 Carpet Baggers. 
 
 Tell and dramatize local 
 history of tne period. 
 
 Illustrate graphically and 
 comparatively political 
 and social progress of this 
 
 World problems, 
 peace com- 
 merce, exten- 
 sion of power 
 
 Increasing in- 
 terdependence 
 of people as 
 transportation, 
 communication, 
 and inventions 
 develop 
 
 How the new generation 
 began to manage State 
 governmental affairs. 
 
 How problems of revitaliz- 
 ing education were 
 handled. 
 
 North Carolina's part in 
 World Wars I and II. 
 
 Military camps, food, loans, 
 persons. 
 
 Determine North Carolina's 
 rank today as to: agri- 
 culture, manufacturing, 
 road building, public 
 schools, use of natural 
 resources. 
 
 Make a biographical chart 
 of the period. 
 
 Give two or three minute 
 talks on yesterday and to- 
 day, communication, trav- 
 el, health, education, in- 
 dustry. 
 
 Discuss peace plans and 
 needs. 
 
 Use current events. 
 
 Encourage reading, conver- 
 sation, and collecting ex- 
 hibit materials. 
 
 Dramatize model court and 
 list essential practices of 
 a present-day citizen. 
 
Suggestions for Teaching the Social Studies 
 
 65 
 
 Concepts to 
 Be Develope 
 
 The increased 
 effect of State 
 government oa 
 the people 
 
 Aspects To Be 
 Emphasize 
 
 How North Carolina by- 
 selling bonds has made 
 possible good roads, school 
 houses, etc. 
 
 How each child in the State 
 is given nine months of 
 schooling. 
 
 How public health is pro- 
 moted. 
 
 Some things which will im- 
 prove our State: Fewer 
 tenants, more people "live- 
 at-home," more people 
 owning live stock, better 
 homes, better farming, re- 
 duce illiteracy, develop li- 
 braries and library truck 
 service. 
 
 Suggested Activities 
 Summary: Take an imagi- 
 nary trip over the State 
 through use of books, ref- 
 erence material, and 
 plans. 
 Make North Carolina book- 
 lets of drama, playmakiug, 
 inventions, art, music. 
 
 Make graphs showing 
 North Carolina's progress 
 along many lines. 
 
 The study should not be limited to a single text, although a very- 
 large part of the work will come from one of the State-adopted 
 histories. Many books should be used as references. An ex- 
 tended list of adaptable materials is given in this bulletin, Chapter 
 V, Suggestions for North Carolina Materials. For the eighth 
 grade the following books are especially recommended : 
 
 Newsome-Lefler. The Groivth of North CarolinaJ''-^ 
 Arnett. The Story of North Carolina.'-^'' 
 Hill. Young People's History of North Carolina.^-^ 
 Kelly-Baskervill. The Story of Conservation in North 
 
 Carolina. (^) 
 W.P.A. Writers. North Carolina: A Guide to the Old 
 
 North State. 
 
 In addition to using the books in this basic list and others from 
 the extended list in Chapter V, many pictures, charts, maps, 
 exhibits, and other audio-visual aids should be used. Especially 
 recommended is the 16 mm. sound motion picture. Variety Vaca- 
 tionland, and other materials relating to North Carolina that are 
 distributed at a nominal charge by the Bureau of Visual In- 
 struction, University of North Carolina, Chapel Hill. 
 
 Observation in a large number of eighth grade classrooms and 
 conferences with principals and teachers about the study of the 
 State have established the fact that the study of North Carolina 
 
 (1) Suitable as eighth grade text. 
 
 (2) Used fer many years as the State-adopted history for the sixth grade. Copies are still 
 available in quantity in most school systems. 
 
 (3) A limited number furnished free to all schools in 1941-42. Check with your principal, 
 superintendent and fifth grade teacher if copies are not on hand for the eighth grade. 
 
66 Studying the State of North Carolina 
 
 in our eighth grades is in many cases only a study of the State's 
 history with the major emphasis being placed upon political 
 history. To insure a broader program, teachers should plan with 
 their pupils a tentative outline of work at the beginning of the 
 year. A review of the section for grades 5-8 in this chapter will 
 suggest the main areas of work and centers of interest. Class 
 discussion will help to clarify pupil needs and will give important 
 clues to pupil interest. 
 
 Examples showing how work in other fields may be related to 
 North Carolina will be found in Chapter IV, Illustrative Units of 
 Work. Suggested procedures for developing units of work and 
 preparing written accounts of them will be found in Chapter II, 
 Suggested Classroom Procedures. 
 
 The following topics may be developed into stimulating large 
 units of study in the eighth grade :(^) 
 
 1. How people make a living in North Carolina. 
 
 2. Handicrafts and hobbies in our State. 
 
 3. Raw materials and manufactured products in our State. 
 
 4. The people of North Carolina and whence they came. 
 
 5. Dramatic incidents in our State's history. 
 
 6. Geographic conditions which affect life in the State. 
 
 7. Men and women who have contributed to the welfare of our 
 State. 
 
 8. What the State does with taxes or public money. 
 
 9. Young people and their opportunities in the State. 
 
 10. Cities, houses, schools, churches, and roads in the State. 
 
 11. Dependence of North Carolina upon other areas. 
 
 12. The contributions which good health and education can make 
 to life in the State. 
 
 . 13. What North Carolina can do when the Nation is at War. 
 
 14. The proper use of the State's wealth of resources. 
 
 15. The essential elements in good communities in typical areas 
 in the State. 
 
 PROVISIONS FOR RESOURCE-USE EDUCATION^^) 
 Development of appropriate units of study in the eighth grade 
 should give the pupil a clear understanding of basic resources and 
 the relationships that exist between them. Teachers should help 
 pupils classify the State's resources under the following five 
 headings : 
 
 1. Human wealth — the people of the State, their health, in- 
 tellectual capacity, social development, etc. 
 
 (1) From State Department of Public Instruction Bulletin No. 235, A Suggested Twelve 
 Year Program for the North Carolina Public Schools, p. 187. 
 
 (2) Many of the suggestions given here are adopted from John E. Ivey, Channeling Research 
 Into Education. Washington : American Council on Education. 1944. 
 
Suggestions for Teaching the Social Studies 67 
 
 2. Natural luealth — climate, soils, water, forests, minerals, 
 wild life, etc. 
 
 3. Technological luealth — the "know how" of the people, their 
 ability to produce goods and services of high quality in an 
 efficient manner. 
 
 4. Capital wealth — money, industrial plants, tools, machinery, 
 etc. 
 
 5. Institutional wealth — schools, churches, hospitals, etc; 
 
 The teacher should help the class in making a realistic appraisal 
 of the wealth of the State and of the community in which they 
 live. Special stress should be placed upon the relationships that 
 exist. Readings, discussions and other activities should help the 
 pupil to see that 
 
 1. There is a natural balance among the various elements of 
 our environment when left undisturbed. 
 
 2. When this balance is violently disturbed valuable natural 
 resources may be lost. For example, when hillside forests 
 are destroyed and the land is used carelessly for farming, 
 erosion sets in, streams are filled with silt, and floods are 
 more likely to occur. 
 
 3. Man suffers when he destroys his natural resources — that 
 "poor land makes poor people". 
 
 4. The "mining" of our resources should be stopped and every 
 effort should be made to achieve a sustained yield; that is 
 inexhaustible and renewable resources should be used where- 
 ever possible in place of exhaustible resources. 
 
 5. The way people use their resources can be guided by educa- 
 tion, government, business, and responsible individuals. 
 
 A study of the text. The Story of Conservation in North Caro- 
 lina, will help the pupil to understand these relationships and the 
 fundamental resource-use concepts outlined in Chapter I of this 
 bulletin. Teachers who have not had training in this field will 
 need further reading for background. The following books are 
 recommended for teachers : 
 
 Bennett and Pryor. This Land We Defend. New York: Longmans 
 
 Green & Co. 1942. $1.50. 
 Chase. Rich Land, Poor Land. New York: McGraw-Hill. 1939. 
 
 $2.50. 
 
 Lord. To Hold This Soil. Washington: U. S. Department of Agri- 
 culture. 45^. 
 
 Parkins and Whitaker. Our NaUi7-al Resources and Their Conser- 
 vation. New York: John Wiley and Sons. 1939. $4.00. 
 
68 Studying the State of North Carolina 
 
 Renner. The Conservation of Our Natural Resources. New York: 
 
 John Wiley and Sons. 1942. $2.75. 
 Sears. Deserts on the March. Clearwater: Oklahoma University 
 
 Press. 1935. $2.50. 
 
 BUILDING CIVIC ATTITUDES 
 
 One of the major outcomes of the eighth grade work should be 
 improved civic attitudes. By the time the pupil reaches this 
 grade he should be aware of the fact that he is rapidly approaching 
 maturity and in a few years will become a full-fledged citizen. 
 The study of State and local governments should help the pupil to 
 realize the nature of his responsibilities as an emerging citizen ; it 
 should encourage self-reliance, initiative, and orginality ; it should 
 give him real experiences in democratic living in the classroom. 
 
 When pupils get the facts about the State — its history, govern- 
 ment, economic and social life — they are in a position to think 
 about our problems and it is by thinking through these problems 
 that civic attitudes are built. The good teacher will so guide the 
 development of these attitudes that pupils will think construc- 
 tively about our problems and will want to take an active part in 
 their solution. 
 
 HIGH SCHOOL 
 
 The study of North Carolina at the secondary level will occur 
 most generally in connection with other courses. Taking into 
 account the pupil's maturity and more adequate background of 
 academic achievement, treatment of North Carolina should con- 
 sider some of the more intricate State problems. Several of the 
 usual high school courses offer a good opportunity for inclusion of 
 the study of North Carolina. In the ninth grade, for example, 
 the course in citizenship may include a study of State government 
 and contemporary social and economic problems. In the eleventh 
 grade when geography is offered as a regular course much 
 valuable material about North Carolina may be correlated with 
 the regular work, and general geographic principles may be illus- 
 trated with specilfic examples in North Carolina. In the eleventh 
 grade an opportunity for correlation is also found in connection 
 with the course in American history. In the twelfth grade course 
 in Economics and Sociology pupils should devote some time to a 
 study of the economic and social problems of the State. 
 
 In high schools with six or more regular teachers of academic 
 subjects a regular credit course may be offered, preferably in the 
 eleventh or twelfth grade. A regular course at this level permits 
 
Suggestions for Teaching the Social Studies 69 
 
 the use of considerable material on the adult level and offers an 
 excellent opportunity for an intensive study of human and natural 
 resources of the State and its economic and social development. 
 The emphasis should be on contemporary problems and should 
 help acquaint the pupil with organization and function of State 
 government. 
 
ORTON 
 
 The most attractive of all the old colonial estates on the Cape 
 Fear is Orton Plantation, originally the home of "King" Roger 
 Moore. The estate consists of more than 10,000 acres lying along 
 the southwest border of the Lower Cape Fear about midway be- 
 tween Wilmington and the Atlantic Ocean. Situated in Bruns- 
 wick County, the center of the estate is about two miles from the 
 site of the old town of Brunswick. 
 
 The house, or Hall, was built in 1725 and for over two centuries 
 has withstood the vicissitudes of a changing social and economic 
 order and the continual assault of the elements. Today the 
 mansion stands in stately grandeur amid moss-draped live oaks 
 atop a bluif overlooking the Cape Fear and is regarded by com- 
 petent critics as one of the finest examples of colonial architecture 
 extant. 
 
 About a mile to the south lie remnants of the ruins of Governor 
 Tryon's Russellborough residence, where in February, 1776, oc- 
 curred the first open resistance to the British Stamp Act when a 
 group of armed men surrounded the palace and demanded the 
 surrender of the custodian of the stamps. 
 
 In a unit of study on Colonial North Carolina ivhat other old 
 homes and early settlements shoidd your pupils learn about? 
 
CHAPTER IV 
 
 ILLUSTRATIVE UNITS OF WORK 
 
 In order to get suitable illustrations showing how teachers have 
 approached effectively the study of the State, a large number of 
 outstanding teachers were asked to submit written accounts of 
 units of work developed in their classrooms. From the accounts 
 and descriptions received in response to that request, six units of 
 work have been selected for reproduction here. Most of them 
 are quite brief and do not tell all that was done in the study, but 
 they do give a good general idea of how the various groups went 
 about their work. They also illustrate the great variety of ap- 
 proaches possible and indicate the many aspects of the State's 
 development that may be selected for emphasis. 
 
 Five of the six units printed here were developed in the eighth 
 grade and one in the fifth grade. The procedure in any one of the 
 units may be adapted to a different grade if the teacher makes 
 adjustments in materials and methods in keeping with her grade 
 level. 
 
 Teachers should not teach units of work developed by others. 
 Each teacher should plan new units of work in her class. This 
 planning with pupils is perhaps the finest part of the learning 
 experience, as it encourages critical thinking and stimulates 
 creative ability. Of course, units may be on the same topics, but 
 the experience of each classroom group should be different. From 
 the accounts given below, teachers can get many ideas and sug- 
 gestions that will be of help in their own situations. 
 
 FROM COMMUNITY TO STATE* 
 
 Early in the school year my pupils became interested in the 
 history of our town and county. This was largely a result of 
 trips made to places of historic interest in and near our town. 
 Following up this interest and enthusiasm we decided to compile 
 a brief history of Clinton and Sampson County. 
 
 The members of our class wrote to eighth grades in other 
 county seats in North Carolina, telling them what we were doing 
 and asking them to send us historical information concerning 
 their towns and counties or any other interesting information that 
 they might have about their section of North Carolina. In return 
 we promised to send a copy of our history when completed. The 
 students also wrote to many chambers of commerce in North Caro- 
 lina asking for information. We received many interesting and 
 informativ e answers to these letters. 
 
 *A unit of study developed in the eighth grade by Mrs. Frances Crawford Winfrey, Clinton 
 School, Clinton. 
 
72 Studying the State of North Carolina 
 
 I feel that the class had many opportunities to gather and 
 organize social studies materials and to use the basic language and 
 number skills through participation in the activities growing out 
 of this unit of work. Each student was responsible for writing 
 three letters, and reporting to the class the information received 
 in replies to them. 
 
 Committees were appointed to work on different phases of the 
 history we were compiling. By allowing the more capable 
 students to do more work than the slower ones, provision was 
 made for individual differences. Our art work often centered 
 around scenes of interest in our town and county. On our bulletin 
 board we displayed this work along with pamphlets, pictures, post- 
 cards, and maps received from other sections of the State. 
 
 The major outcome of this activity was a broadened interest in 
 our State as a whole. This interest was stimulated greatly by 
 the letters received from other eighth grade students in the 
 various regions of the State. 
 
 When our letter-writing project was well under way, we began 
 a more intensive study of North Carolina. Each student was 
 given a desk copy of Arnett's THE STORY OF NORTH CARO- 
 LINA, which we used as the chief source of information. We used 
 a number of reference books on North Carolina. Our classroom 
 collection of North Carolina books included about twenty copies 
 each of Rowe's DISCOVERING NORTH CAROLINA, Hill's 
 YOUNG PEOPLE'S HISTORY OF NORTH CAROLINA, W. C. 
 Allen's THE STORY OF OUR STATE, Warren's NORTH CARO- 
 LINA YESTERDAY AND TODAY, Seventh Grade Geographies 
 with NORTH CAROLINA SUPPLEMENT, and single copies of 
 Carl Goerch's DOWN HOME, the NATIONAL GEOGRAPHIC 
 MAGAZINE for August 1941, and COMPTONS PICTURED 
 ENCYCLOPEDIA. We had access to other reference material 
 in the school library. 
 
 We obtained helpful material from the North Carolina His- 
 torical Commission, the Department of Public Instruction, the 
 Department of Conservation and Development, and The North 
 Carolina State Museum. We had access to current issues of THE 
 STATE, NORTH CAROLINA EDUCATION, and other mag- 
 azines. Our set of NORTH CAROLINA SOCIAL SCIENCE 
 MAPS, published by Denoyer-Geppert Co., a blackboard map of 
 North Carolina, and a Comparative Wall Atlas (Hammond) 
 have proved very helpful. 
 
 We completed ten booklets on North Carolina dealing with the 
 following topics : Government, Education, Transportation, Farm- 
 ing, Culture, Home Life, Industries, Conservation, Health, Trade 
 and Commerce. The class was divided into ten committees, each 
 committee taking up their subject as they found it in early 
 North Carolina history and tracing its development to the present 
 day. 
 
 The class made a frieze which was hung on one side of our room. 
 It is divided into four sections depicting the geographical variety 
 
Suggestions for Teaching the Social Studies 73 
 
 of North Carolina. The first section is a profile map of the State ; 
 the second shows scenes from the Mountain Region, the third 
 scenes from the Piedmont Plateau, and the fourth scenes from the 
 Coastal Plain. 
 
 RESOURCES AND REGIONS OF NORTH CAROLINA* 
 
 I. How Unit Originated. 
 
 In studying a unit in our history book we became interested in 
 the industrialization of the South after the Civil War. This led 
 us into the study of the growth of North Carolina. And since in 
 our school North Carolina history is studied in connection with 
 American history, the class discussion was easily narrowed down 
 to interests here at home. 
 
 Questions were asked by the teacher which allowed the group 
 to discuss this State and its progress in the economic world. Soon 
 there began to arise social and political inquiries. Having already 
 made an intensive study of the havoc wrought upon North Caro- 
 lina in the Civil War, we found it very easy to take up the threads 
 at this point and move on with them. 
 
 Several pupils suggested that we spend some time on North 
 Carolina alone, studying its progress from 1870 to the present 
 time. 
 
 II. Preparation Made by Teacher. 
 
 A. This being a big venture it became necessary for the 
 teacher to find material and classify the subject into 
 smaller parts. 
 
 B. Pamphlets and North Carolina magazines were procured 
 from pupils who either had them at home or wrote for 
 them. These were neatly filed in the classroom for 
 reference. This filing of current materials each year is 
 very important in developing a classroom reference li- 
 brary. 
 
 C. General histories of North Carolina were perused for 
 definite information on this particular period. 
 
 D. The librarian, working with the teacher, compiled a bibli- 
 ography of available material. 
 
 E. Pupils were classified into committees which were to be 
 responsible for finding any and all material on North Caro- 
 lina's progress. So much of this came in that it neces- 
 sitated a "weeding out". This within itself was educa- 
 tional. The filing of important material was gladly done. 
 (This can be done very easily by getting a cardboard box 
 from any business concern. Ours was 21" x 15" x 16" in 
 size. Materials can then be used from this class index and 
 put back in place later.) 
 
 ♦Developed in the eighth grade, Alexander Graham Junior High School, Charlotte. Mrs. 
 Martha C. Chapman, teacher. 
 
74 Studying the State of Nqrth Carolina 
 
 F. Certain pupils were elected Custodians of Filing Cabinet. 
 This inspired pride in their findings. 
 
 III. Objectives. 
 
 A. To satisfy a natural curiosity about the native State which 
 was aroused by the discussions on the subject of "Industry 
 Becomes a Giant in the United States." 
 
 B. To show this State as outstanding in importance in any 
 study of the New Industrial Revolution which started after 
 1870, North Carolina being a Southern State that has made 
 most rapid strides in industry. 
 
 C. To learn of the variety of natural resources found in the 
 State and the many kinds of soil and climates in North 
 Carolina. This State can be used as a good proving ground 
 for examples in the importance of conservation of natural 
 resources as well as in industrial advantages.) 
 
 D. To give an appreciation of the value of independent thought 
 and direct action that have always characterized the people 
 of North Carolina. 
 
 E. To understand by concrete examples the development of 
 different kinds of industries in this State which led to the 
 improvement of the country as a whole. 
 
 ^ F. To give general information about the natural resources of 
 the State and how they have been used. 
 
 G. To arouse an appreciation of and a sensible pride in the 
 attainments of great leaders in the State. 
 
 H. to be able to evaluate the State of North Carolina in the 
 light of other states in the Union. 
 
 IV. Organization. 
 
 A. The class used its usual organization for this project; 
 President, Vice-President, Secretary, and Treasurer, Room 
 Chairmen, and Row Chairmen, all working as leaders in 
 committee planning. 
 
 B. The topics for these programs were selected by the class 
 from several that were suggested. 
 
 C. Guided by the teacher the program was finally arranged by 
 the program committee headed by the Vice-President. 
 
 D. Each of the five rows under the leadership of an elected 
 chairman took charge of a program for one week. 
 
 E. The librarian placed all North Carolina material on a 
 special shelf in the library. 
 
 F. All material on North Carolina was displayed on the table, 
 bulletin board and shelves in the classroom. 
 
 G. Certain needs of the pupil were fulfilled in the following 
 manner : 
 
Suggestions FOR 'l^^ACHiNG THE Social Studies 75 
 
 1. Responsibility of leadership. 
 
 a. The filing cabinet was in charge of a chairman. 
 
 b. The pubHcity chairman planned for posters and 
 pictures of interest about the State to be posted on 
 the bulletin board. 
 
 c. Each row chairman was responsible for the program 
 for his own appointed day and presided over the 
 meeting for the day. 
 
 2. Individual responsibility. 
 
 Every person in the room had a specific talk to make 
 which fitted in with the plan for that day. 
 
 H. North Carolina exhibits displayed in the school halls. 
 
 V. Development of the Unit. 
 
 A, Use of special talents : 
 
 1. Those who were good at making things with their 
 hands brought in projects. 
 
 2. Poems were written by those who felt so inclined. 
 
 3. Plays and stories were written by some. One row acted 
 a play which had been written by a member of the 
 group. (These need not be elaborate.) 
 
 4. Displays of projects pertaining to North Carolina in- 
 dustries, such as hooked rugs, cotton, tobacco, furniture. 
 
 B. The following planned program was used as an outline: 
 
 1. First Committee: Carolina's Sea Coast — Past and 
 
 Present. 
 Row I presented a program on North Carolina's sea 
 coast. Diflferent classes used their own ideas for this. 
 One class read aloud parts of Paul Green's play, "The 
 Lost Colony". Another told of Blackbeard, the pirate. 
 Each group made talks on new projects that have been 
 developed on the coast, such' as extracting bromine from 
 sea water and ship-building in Wilmington. 
 
 2. Second Committee : The Coastal Plain and Its Contri- 
 
 bution To North Carolina's Pro- 
 gress. 
 Here there was much description of the truck farming 
 of this region. Several pamphlets from different cities 
 in this territory gave helpful statistics. Here, too, was 
 a chance to bring out the importance of the invention 
 of new farm implements and what they did to aid the 
 progress of this section of North Carolina. 
 
 3. Third Committee: The Sandhills — Land of Peaches 
 
 and Pines. 
 The third committee gave interesting talks on the 
 peaches and other fruit grown in this section. It was 
 
76 Studying the State of North Carolina 
 
 also brought out how the pine trees here, in olden days, 
 had furnished "naval stores" for England's shipbuild- 
 ing. It was learned why North Carolina was called the 
 "Tar Heel State". Tobacco growing was discussed as 
 the great crop for both this region and part of the 
 Coastal Plain. 
 
 4. Fourth Committee : Piedmont North Carolina Becomes 
 
 an Industrial Giant. 
 This subject was filled with talks and projects on cotton 
 mills, tobacco factories, furniture plants, etc., all pro- 
 ducts of the mechanical age that developed in North 
 Carolina after the Reconstruction Period. 
 
 5. Fifth Committee: North Carolina's Land of the Sky. 
 This was a subject that was handled with enthusiasm. 
 Here was room for the discussion of National forests, 
 scenic highways, pottery making, homespun weaving, 
 etc. This was the most picturesque of all the sections, 
 and the thrill of spinning wheels and hooked rugs and 
 Indian blankets was not less than the memories of 
 summer camps and mountain stream fishing. 
 
 NOTES ON A UNIT OF STUDY ON COLONIAL 
 NORTH CAROLINA* 
 
 As a part of our study of North Carolina we spent about ten 
 weeks finding out what our State is like geographically, how and 
 by whom it was settled, and how the people lived in colonial times. 
 But like any traveler or explorer who stops occasionally for rest or 
 general survey, the classes needed diversion from intensive read- 
 ing, writing, library work, map study, and tests. That is why I 
 said to them one day, "Let's stop and look back where we have 
 traveled. See, if you can recall anything you passed that was 
 especially interestiiig. What impressed you most? Can you 
 illustrate a special happening, places of unusual interest, the 
 people who settled in our State ? Find something you can make, 
 draw, construct, or illustrate in some way, and you will earn some 
 extra credit. If you plan enough work, we will have one or two 
 activity periods a week. 
 
 Some of them wasted time at first, and most of them were too 
 noisy. But some pupils soon completed their work, and exhibits 
 were brought to class. As the work progressed, the noise sub- 
 sided. Even the poorest worker was proud to ask for an "exhibit 
 card" which each child prepared for his completed work before it 
 was placed on inspection. Some of them had to make their cards 
 many times before they corrected all errors in wording or spelling, 
 but there was pride in their final achievement. 
 
 One of the pleasing results of the children's search for material 
 and illustrative phases of colonial North Carolina was the human 
 
 *Developed in th» eighth grade, Llndley Junior High School, Greensboro, Mary Frances 
 Eanljin, teacher. 
 
Suggestions for Teaching the Social Studies 77 
 
 relationships both in and outside of school. In this they showed 
 resourcefulness, a more cooperative attitude among themselves, 
 and a listening attitude toward older people, which I hope they 
 may not entirely forget. They talked about their project. Every 
 day someone came in with a new story about a grandma, a 
 grandpa, an aunt, an uncle, or an old person next door, or in the 
 next block who had told them something about the past. Old 
 pictures, photographs, books, jewelry, coins, and other family 
 keepsakes — or neglected possessions possibly — were pulled out of 
 storage and brought to class. Some pupils recalled "last summer 
 when I went to the country", or "at my grandmother's, or aunt's 
 home I saw an old churn, candle moulds, a spinning wheel, 
 furniture made with wooden pegs, a canopy bed," and so on. 
 
 Tommy brought an old coffee mill; Larry made a fly bush; 
 domestic Mary a corn dodger and collected old recipes for her 
 colonial cook book ; Sally made four things — a sage broom, a hand- 
 made doll, and two pictures ; Bill and Joe, who had been dis- 
 agreeing, made a picture together. Alice crocheted a doily ; Sue 
 made a poster and worked hard on it ; Jack, the irresponsible, and 
 Paul, the trouble-maker, offered to wash boards, clean windows, 
 do hammering for less aggressive pupils, and finally — when they 
 thought they were really getting out of class work — went out for 
 sage and made brooms with which they later swept the scraps 
 from the floor. Frank, whose eye sight is not the best, made a 
 corncob pipe ; Sara and Sally plaited cloth and made a rug ; Bob, 
 the director, drafted two followers and made a model of the town 
 of Bath which they learned had twelve houses, a church and a 
 library in 1790; timid Martha said her daddy helped her make 
 candles by two methods with melted paraffin ; Jimmy brought in 
 a plaited leather whip ; Jerry made a paper log cabin and has been 
 doing acceptable work every day since; Frances and Betsy 
 started a hard problem — the cupola house of Edenton fame — 
 gave it up four times and made as many cupolas and chimneys 
 before they finished it. Some of the more advanced pupils did 
 library work and made very fine booklets and class reports, or 
 helped other pupils with their problems. These are just some 
 of the many individual cases. 
 
 As the culmination of the unit the pupils arranged an exhibit on 
 Colonial Life in North Carolina. The following is an account of 
 the exhibit written by a committee of pupils : 
 
 OuB Social Science Exhibit 
 
 The eighth grade social science classes of Lindley Junior High School 
 had a general review of the work done in semester I in the form of an 
 exhibit on Colonial Life in North Carolina. 
 
 The exhibit included illustrations of colonial costumes, food, furniture, 
 and products of North Carolina. It also contained models of the kinds of 
 houses, churches, and other buildings which Avere used in the early towns 
 of Bath, New Bern, and Edenton. 
 
 The town of Bath was modeled and exhibited by one group of students. 
 Another group contributed a model of a cupola house which is located in 
 Edenton, North Carolina. The cupola was used for spying on ships coming 
 into the bay. 
 
78 Studying the State of North Carolina 
 
 Among the other interesting articles in the exhibit were a corncob pipe, 
 a four-poster bed, a doll dressed as a Negro mammy, candles made by two 
 different methods — the dip and the mold — a fly bush, a leather whip, a 
 model of how tobacco was hauled to market, an old fashioned coffee 
 grinder, sage brooms, a miniature spinning wheel, illustrations of costumes 
 worn by the different settlers, and booklets on the different nationalities 
 that settled in North Carolina, such as the English, Scotch, Dutch, Irish, 
 French, and German. 
 
 NATURAL RESOURCES OF NORTH CAROLINA* 
 
 Origin. 
 
 The students indicated an interest in the study of nature's gifts 
 to North Carolina by questioning whether nature had been liberal 
 to their State or not. Many were curious to know how North 
 Carolina ranked in comparison with other states. 
 
 Preparation. 
 
 A number of students wrote to the chambers of commerce in 
 representative cities which the class selected from the three 
 geographical divisions of the State. Only one letter was sent to 
 each city. 
 
 The student teachers and I had access to the library of East 
 Carolina Teachers College. Here we found information in the 
 North Carolina History Room. In addition to the college library 
 we used our high school and city libraries. The high school 
 librarian was very cooperative, because she was very interested in 
 building up the North Carolina shelf. 
 
 Objectives. 
 
 The teacher's objective was to promote an interest in the latent 
 possibilities of the State, and to make the students understand 
 and appreciate the fortunate position of their State with reference 
 to resources. 
 
 The objectives of the class were: 
 
 1. To find out what nature had given to North Carolina to make 
 the State important industrially and agriculturally. 
 
 2. To develop familiarily with the present use of these re- 
 sources. 
 
 3. To find out if we are using our resources wisely. 
 
 4. To find out what is being done to conserve our resources and 
 what we could do about the matter ourselves. 
 
 Organization. 
 
 The class was organized into three divisions. This grouping 
 was done on a geographic basis, with each group taking a par- 
 ticular section of the State. The divisions were Coastal Plain, 
 .Piedmont, and Mountain. The students were given the choice of 
 joining either of these groups. After the class had begun col- 
 lecting information on this unit, the divisions were divided into 
 smaller geographic areas. 
 
 ♦Developed in Grade VIII, Greenville. Trances Peal Lamb, teacher. 
 
Suggestions for Teaching the Social Studies 79 
 
 Each student had a Hbrary period. Fortunately all the eighth 
 graders did not go to the library at the same hour. This meant 
 that a limited amount of material could circulate rapidly. In 
 addition to using the North Carolina reference shelf in the library, 
 they also used magazines. A table for compiled material of the 
 three divisions was placed in the classroom. Frequently students 
 came in after school hours to look through the work of other 
 groups. The bulletin board in the classroom was also available 
 for the display of pictures and other instructional materials. 
 
 Development. 
 
 Each student purchased two desk outline maps of North Caro- 
 lina. A' legend was placed in the corner of the map by each 
 student. This legend included the minerals, forest products, fish, 
 animals, birds, plants, and soils of each county. Three students 
 drew a large map of the State on the blackboard and colored it 
 according to geographic divisions. 
 
 The class was particularly interested in Pitt County. They 
 consulted a number of natives of the county and read parts of 
 Sketches of Pitt County. A number of students were amazed 
 to find that Pitt County had important mineral resources. Upon 
 investigation, they found clay and marl are classified as minerals. 
 
 The students were interested in the potential and developed 
 water power in the State. The steam power developments of North 
 Carolina wre compared with those of New York and California. 
 
 Economic and commercial values of minerals were discussed. 
 The class made charts and graphs to show the rank of the most 
 important minerals. Many were intrigued by the fact that the 
 State has 284 species and subspecies of minerals and for that 
 reason North Carolina is often called "Nature's Sample Case." 
 
 Since 72 percent of the trees of the State are yellow pines, most 
 of the forestry discussion was based upon the pine. Cones, 
 needles, and samples of wood were brought in from the various 
 pine trees in the vicinity. 
 
 The class enjoyed a movie on North Carolina put out by a 
 tobacco company. We used the "Little Theater", a small room 
 devoted to movies. Here we were able to discuss the movie. 
 
 Outcomes. 
 
 The students gained a clear insight into life in various sections 
 of the State. Many were eager to visit the places studied. They 
 expressed the desire to travel in the State, not as sight-seers, but 
 as fellow citizens eager to learn more about the natural gifts with 
 which they were endowed. I believe it helped the students to 
 value their State higher. They saw North Carolina not solely as 
 a farming State, but as a prosperous industrial State furnishing 
 most of its own raw materials. 
 
 References 
 
 Students: 
 
 Alford, Lee. The North Carolina Year Book. 
 
 Arnett, A. M. and Jackson, W. C. The Story of North Carolina. 
 
80 Studying the State op North Carolina 
 
 Coker, W. C. and Totten, H. R. Trees 0/ the Southeastern States. 
 
 Credle, Ellis A. Down, Down the Mountain. 
 
 Green, Charlote Hilton. Birds of the South. 
 
 Green, Charlotte Hilton. Trees of the South. 
 
 W.P.A. Writers. North Carolina: A Guide to the Old North State. 
 
 Teacher: 
 
 Blomquist, H. L. and Costing, H. J. Guide to Spring and Summer Flora 
 
 of the Piedmont of North Carolina. 
 Crittenden, C. C. Commerce of North Carolina. 
 Daniels, Jonathan. A Southerner Discovers the South. 
 Hobbs, S. H. North Carolina: Economic and Social. 
 Kephart, Horace. Our Southern Highlanders. 
 Mason, R. S. The Lure of the Great Smokies. 
 Morley, M. W. Carolina Mountains. 
 Wells, B. W. Natural Gardens of North Carolina. 
 Also a few references used by students. 
 
 PLACE GEOGRAPHY IN NORTH CAROLINA* 
 
 I. Interest in this unit was stimulated by the pupils when they 
 began inquiring about the locations of different towns in 
 North Carolina. Some of the pupils had been to these 
 places. Others wanted to know all about them. As a result 
 our unit was started. 
 
 II. My experience in traveling from one extreme of the State 
 to the other during the first two years of college aided me in 
 trying to give a mental picture to the class. I gathered my 
 material from divers sources: "The Lost Colony", touring 
 our State Capital, and from visiting other different places. 
 
 Factual material was gathered from The State magazine, 
 picture post cards, Esso maps, that the students brought; 
 North Carolina Resources and Industries issued by the 
 State Department of Conservation and Development ; Hill : 
 Young Peoples' History of North Carolina ; Newsome- 
 Lefler : The Groivth of North Carolina. 
 
 III. Objectives. 
 
 1. To familiarize students with certain towns in their 
 State. 
 
 2. To give a clearer estimate of distances between towns 
 in the State. 
 
 3. To teach them to appreciate the value of our old 
 historical towns and to give them a deeper apprecia- 
 tion of Gates, their native county. 
 
 4. To give them the opportunity to cooperate with one 
 another and to assume certain responsibilities. 
 
 5. To encourage the preservation of objects of historical 
 value. 
 
 ♦Developed in the eighth grade, Sunbiiry School, Elsie Cherry, teacher. 
 
Suggestions FOR Teaching THE Social Studies 81 
 
 IV. Organization and development. 
 
 The students were divided into groups with one person 
 acting as chairman, whose responsibihty was to see that 
 others did their part. 
 
 Each group was given large sheets of news print upon 
 which to list what interested them most. The groups 
 gathered what they needed from the materials available and 
 began their work. 
 
 There was only one 45 minute period a day for our work, 
 which began after each group found out what it was 
 supposed to do. The leaders of these groups discussed with 
 me at odd times any problems confronting them. Through- 
 out the class period individual attention was given to those 
 pupils who needed it. The work of each group, when 
 finished, was placed on the border around the room. 
 
 One important activity in our unit was the making of a 
 large scrapbook on North Carolina. The various groups 
 decided what they would like to contribute to it. Some of 
 the topics were: Indians in North Carolina; Prominent 
 Men in Our State ; Places of Historical Interest ; and Trans- 
 portation. 
 
 V. Outcomes. 
 
 1. A better understanding of what responsibility meant 
 to the pupil. 
 
 2. An appreciation of what could be accomplished by 
 cooperation. 
 
 3. A knowledge of where different towns are located and 
 their approximate distance from the pupils' homes. 
 
 4. An appreciation of the many places of interest in 
 North Carolina. 
 
 5. A better appreciation of the State's part in the develop- 
 ment of our country. 
 
 NORTH CAROLINA IN THE PAST AND TODAY* 
 
 I. How THE Unit Originated. 
 
 All the work that we have done in our fifth grade this year has 
 been centered around the study of the development of the United 
 States. Into this study we have introduced the following large 
 activities: New York City; The Far West; the History of 
 Machines ; The South from the Civil War to the Present ; the City 
 of Greensboro ; and North Carolina. It was from the study of the 
 City of Greensboro that the children expressed a desire to know 
 more about the State in which we live. 
 
 "Developed in the fifth grade, Ayeock School, Greensboro, Margaret Y. Wall, teacher. 
 
82 Studying the State of North Carolina 
 
 II. Preparation Made by the Teacher. 
 
 My residence in Charlotte, Forest City, Henrietta, Mars Hill, 
 Asheville, Goldsboro, Raleigh, and Greensboro has enabled me to 
 become acquainted with various sections of North Carolina. 
 During the past few years I have made a number of visits to 
 places of interest throughout the State. Among these were a 
 camping trip to Piedmont Springs, a trip through the Great 
 Smoky Mountain National Park and the Cherokee Indian Reserva- 
 tion, and visits to Fort Caswell, Duke University, Chapel Hill, 
 Winston-Salem, and Alamance Battleground. 
 
 The courses of Nature Study, Plant Ecology, Local Flora, 
 Botany, and Ornithology which I took at the Woman's College of 
 the University of North Carolina gave me a widened knowledge 
 of the natural environment of the State. A course in Geology at 
 Columbia University gave be a background and an interest in the 
 study of the minerals and rocks in our State. A visit to the 
 Museum of Natural History in New York last summer caused me 
 to realize the important place which North Carolina holds in the 
 variety of minerals found here. 
 
 While attending the State teachers meetings in Raleigh for the 
 past two years, I have collected much valuable material on North 
 Carolina. This past spring I visited the Department of Conserva- 
 tion and Development, the State Museum, and attended a session 
 of the State Legislature in Raleigh. 
 
 As specific preparation on my part for the group's study of 
 North Carolina, I read or reviewed these books: Discovering 
 North Carolina, Nellie Rowe; Young People's History of North 
 Carolina, D. Harvey Hill; The Story of North Carolina, A. M. 
 Arnett; A Southerner Discovers the South, Jonathan Daniels; 
 The Wasted Land, Gerald W. Johnson; Stories of the South, 
 edited by Addison Hibbard; and The Lost Colony, Paul Green. 
 I had previously heard Paul Green read The Lost Colony. 
 
 I attended the fifth Alumnae Seminar on "Southern Writers" at 
 the Woman's College of the University of North Carolina on 
 March 3 and 4, 1939. I also spent much time in our school library 
 and in the city library in order to become familiar with available 
 North Carolina materials. I then examined the various pamph- 
 lets and newspaper clippings which I had collected. 
 
 III. Objectives. 
 
 1. To give the group a better understanding and appreciation of 
 North Carolina. 
 
 2. To learn how North Carolina came to be what it is today. 
 
 3. To give the group a concept of the variety offered by the 
 State in climate, physical features, occupations, educational 
 opportunities, cultural advantages, and places for play. 
 
 4. To increase the appreciation of democracy by a study of our 
 State government. 
 
 5. To take care of individual differences in the class. 
 
Suggestions for Teaching the Social Studies 83 
 
 6. To give the children an opportunity to develop individual 
 talents through the arts, music, and literature. 
 
 7. To give an opportunity for the development of self-control, 
 responsibility, courtesy, good sportsmanship, leadership, 
 initiative, self-expression, and cooperation. 
 
 8. To encourage conservation of natural resources of our State. 
 
 IV. Organization. 
 
 1. Organization of the class. 
 
 Since the class had already used the plan of working in large 
 and small groups with committee chairmen, we decided to experi- 
 ment with more individual work on this unit. After class dis- 
 cussion we listed some of the things we would like to find out about 
 North Carolina just as we had done previously in other units. 
 Each child was then given an outline work sheet, and we decided 
 that each should work at his own rate of speed. We decided to 
 meet each day to have the work discussed and special reports 
 made. The president of our room presided at these discussions, 
 just as committee chairmen had done when we were organized on 
 the group plan. 
 
 2. Organization of instructional material. 
 
 The outline work sheet mentioned above was mimeographed and 
 given to each child as a help in the study. The list of questions 
 which the group made up was also used as a guide. 
 
 Each child had a copy of Discovering North Carolina by Rowe, 
 as supplementary reader. 
 
 The books, pamphlets, and other materials from our school li- 
 brary were placed in a cabinet in the room. We used our round 
 library reading table for especially attractive materials brought 
 into the room by the children and teacher. A screen made of 
 beaver board surrounded this library corner and gave it a bit of 
 privacy. The back of this screen was used as a bulletin board for 
 newspaper clippings. Another bulletin board was made attrac- 
 tive with picture post cards mounted on construction paper. 
 
 All available maps were borrowed from the school office and the 
 library and placed in convenient spots in the room. Our set of 
 ten North Carolina Social Science Maps was used constantly. 
 Other maps which were helpful were: a large political map of 
 North Carolina; a map from the State Highway Department; a 
 map showing rural mail routes ; and the many small maps from a 
 book on waterways in North Carolina. 
 
 In a special cabinet we arranged an exhibit of manufactured and 
 natural products of North Carolina. Included in this exhibit were 
 samples of clay, brick, and piping made at the Pomona Terra Cotta 
 Company, materials and samples from the Mojud Hosiery Com- 
 pany, pottery from Jugtown, a collection of things made by the 
 Cherokee Indians, woods of North Carolina, and a mineral col- 
 lection from the western part of the State. 
 
84 Studying the State of North Carolina 
 
 In the science room in our school we have an excellent collection 
 of specimens showing the natural resources of the State. Among 
 these are rocks and minerals of North Carolina, leaves of common 
 trees, butterflies and moths, birds' nests, and a few bird skins. 
 This room is open to the group at any time. In our room we have 
 a table aquarium which was used as a natural habitat for fish, 
 frogs, salamanders, and snails that the children brought in. 
 
 3. Techniques used. 
 
 The first period in the morning was used as a reference and 
 conference period for the group. The children worked individ- 
 ually or gathered in small groups to discuss their problems Many 
 of the children took notebooks and pencils and went into the 
 library to find answers to their questions or to prepare special 
 reports. During this period I helped any child who needed in- 
 dividual assistance either in finding materials or in solving prob- 
 lems. The children liked to talk over with me discoveries they 
 had made. 
 
 After this period the class met for a discussion and report 
 period. Those children who had special reports usually gave 
 them at the beginning of the period. This helped to stimulate 
 the group. We then used the outline as a guide for the discussion. 
 Individuals in the group were given an opportunity to discuss 
 their solutions to problems and to check on their individual pro- 
 gress. At the close of this period the work for the following day 
 was planned. 
 
 V. Development of the Unit. 
 
 The class began the study of North Carolina with the geography 
 of the State. At first the children became familiar with the 
 three main physical divisions. The trips which some of the 
 children had made in these sections helped to give them a concept 
 of the differences in these physical divisions. 
 
 The study of natural resources came next. The group became 
 especially interested in the rivers and the part which they played 
 in the development of industry in our State. We followed the 
 newspaper account of the case in court here between the citizens 
 of Yadkin County and High Point in regard to the building of an- 
 other dam on the Yadkin River, and thus became aware of the 
 importance of water power in North Carolina. 
 
 The group learned to identify and appreciate many of the trees, 
 flowers, birds and fish in North Carolina. The Greensboro Flower 
 Show was visited with keen interest. The Science Club in our 
 school made many field trips during the year, and those children 
 in our grade who were members of the Science Club shared their 
 experiences with the whole group. As a result the children 
 realized more keenly than ever before the importance of conserva- 
 tion of our wild flowers and birds. 
 
 A part of the study which proved most delightful was the work 
 with rocks and minerals. The Science Club gave much helpful 
 
Suggestions for Teaching the Social Studies 85 
 
 information along this line also. The Story of the Geologic 
 Making of North Carolina* was an excellent source for reference. 
 From this study the group learned something of the age of the 
 earth, and how certain rocks, and minerals are formed. We also 
 learned of the important rank that North Carolina holds among 
 the states in the variety of minerals. Then, too, we ascertained 
 which rocks and minerals were commercially valuable now and 
 which have been in the past. 
 
 One boy in the class who had visited the State Museum in 
 Raleigh was asked to make a report of his trip to the group. The 
 boy's father, surprised to hear that his son had to make a report, 
 asked how such an account could be given since no notes were 
 taken. The boy replied, "I'll just take the trip over in my mind 
 as I talk to the group, and I'll remember what I saw as I go along." 
 This same boy said, after our study of minerals and rocks, "The 
 first of the year I thought crystal quartz was a rare rock, but now 
 I know that it is quite common mineral here in North Carolina." 
 
 A girl in the group discovered that the porch columns in her 
 home were made of a rock which is a mixture of milky quartz, 
 siderite (iron ore) , and clear quartz crystals. Other pupils made 
 similar applications of knowledge gained in the study to situa- 
 tions in their daily living. 
 
 We continued our study by finding out how and by whom our 
 State was settled. Children became vitally interested in their 
 own forefathers and asked if their names were Scotch, German, 
 or what. We found out where the English, Scotch, Germans, 
 Moravians, Quakers, and Swiss settled and what each group con- 
 tributed to the State. 
 
 We learned why immigrants came into the State by land — that 
 is, through South Carolina and Virginia, rather than by the coast 
 as might have been expected. We studied the dangerous nature 
 of our coast and the significance of the fact that there are not 
 large, deep estuaries that could be used as harbors for ocean- 
 going vessels. 
 
 Our next big topic was the early government of North Caro- 
 lina. Hill's Young People's History of North Carolina was 
 valuable in this part of our unit. The group learned how North 
 Carolina came into existence under the king's grant to the Lords 
 Proprietors of England, how it suffered under the king's rule, and 
 how it finally gained independence through the Revolutionary 
 War. We saw more clearly here how North Carolina had played 
 an important part in helping to create the United States. While 
 we were studying this phase of North Carolina, a group of our 
 girls read "The Edenton Tea Party" in Old Time Stories of the 
 Old North State and wrote a short play from the story. One girl 
 directed the play, which was presented in costume to our grade 
 and the other fifth grade in our school. 
 
 *Bryson, H. J. Department of Conservation and Development, Raleigh. 
 
86 Studying the State of North Carolina 
 
 At this period in our study quite a number of pupils visited the 
 Guilford Battleground. All of the group became conscious of the 
 many historical places in and around Greensboro. 
 
 Another interesting part of our work was the period just after 
 the Revolutionary War when our first schools were established, 
 the first railroads built, a hospital was provided for the insane, 
 and North Carolina enjoyed a general period of growth. 
 
 Then came the Civil War. We had already spent so much time 
 on the unit, 'The Civil War and the South Today", that we merely 
 reviewed North Carolina's part in this great struggle. However, 
 from such a review we understood more clearly the condition in 
 which North Carolina was left at the close of the war. 
 
 After a study of Reconstruction days, we took up a brighter 
 period in our State's development, a period in which education 
 began to have an awakening under such men as Aycock, Mclver 
 and Alderman. We learned how public education developed, how 
 public health was promoted, and how good roads were built. 
 
 During this part of our study one of our boys had an opportunity 
 to visit, with his father, the Supreme Court in Raleigh. A vivid 
 description of a day spent in this higher court room led the group 
 to discuss the government of North Carolina. This same boy also 
 visited the Capitol. Although the Legislature was not in session 
 at the time, he described to us the places where our laws are made. 
 Of course every child knew of Governor Hoey, so we came to know 
 something about each of the three departments of our State 
 government. 
 
 After having studied our State from a geographical and 
 historical standpoint, we were anxious to find out more about 
 how our State ranks today in such things as agriculture, manu- 
 facturing, schools, public health, resorts, and prominent people. 
 
 The study of agriculture in North Carolina led us to see the 
 variety of crops produced here, even on one farm. We learned 
 that in contemporary North Carolina people were not depending 
 upon one crop so much as in the past, but were carrying on a more 
 diversified farm program. One child in the group who took a 
 trip from Greensboro to Mount Airy made this statement on his 
 return : 'T played a game while we rode along to see if the people 
 up there grew one crop or more than one. I saw they had two or 
 three crops." 
 
 The group was very much impressed with the many products 
 that are manufactured in this State. From our study of Greens- 
 boro we knew something of textile manufacturing, but we did not 
 know about other industries. Three children visited, with special 
 permission, the Mojud Silk Hosiery Mill here in Greensboro. An- 
 other child visited the Pomona Terra Cotta Company and gave an 
 illustrated talk on the ceramic industry. The group became so 
 enthusiastic about seeing where products were made that many 
 planned to visit manufacturing plants during the summer. 
 
 We followed this part of the unit with a study of ways of travel 
 in North Carolina — both old and new. Several children had 
 
Suggestions for Teaching the Social Studies 87 
 
 visited Kill Devil Hill, so they were delighted to read to us an 
 article in the Greensboro Daily News about the recent visit of 
 Orville Wright to Kitty Hawk. This article prompted a dis- 
 cussion of the development of air commerce in which comparisons 
 were made with earlier methods of transportation. 
 
 We next located the important summer and winter resorts. 
 The group was surprised to find so few summer resorts in the 
 Piedmont section and so many summer resorts along the coast and 
 in the mountains. The Sandhills region received special at- 
 tention, and the group showed keen interest in the new State 
 Park at Fort Caswell. 
 
 Our last topic was prominent North Carolinians and the part 
 they have played in our history. In this we included artists, 
 musicians, educators, and authors. We included North Caro- 
 linians by adoption. 
 
 The culmination of our study was the making of a large mural 
 twenty-four feet long and four feet wide on which we tried to 
 depict the things we should like to show anyone who visited our 
 State. We tried to place the various things in their correct place 
 geographically. The mural was divided into three parts, just as 
 our State is naturally divided. In the East we depicted the fort 
 at Manteo, the Wright plane, a lighthouse, a group at the beach, 
 the State's oldest church at Bath, the tar and turpentine industry, 
 lumbering and tobacco and peanut growing. As we moved from 
 east to west we came to the Sandhills section, where sports were 
 suggested by a lady playing golf and a man riding horseback. 
 Moving on into the center of the State, we showed the Capitol 
 Building, the Duke University Chapel, the General Green Statue, 
 the Cornwallis Oak, the Dolly Madison Well, cotton farming, 
 truck farming, the furniture industry, schools, a granite quarry, 
 water power, and a textile mill and worker. In the western 
 section we depicted the many sports of the tourists, such as horse- 
 back riding, tennis, canoeing, trout fishing, and camping. In the 
 far western part of our State we showed the mountain crafts of 
 spinning and weaving and the Indians on the Cherokee reserva- 
 tion. At the proper places in the mural we put the native flowers 
 and trees found in the various sections of our State. This mural 
 was done in tempera paint. Each child in the room had some 
 part in its making. 
 
 The following are activities which were carried on in connection 
 with the unit: 
 
 1. Scrap books were made by individual children. 
 
 2. Picture maps of the State were made. 
 
 3. Rocks and minerals were collected. 
 
 4. Salt and flour maps of the counties and river basins were made. 
 
 5. A play about the Edenton Tea Party was written and produced. 
 
 6. A visit was made to Miss Arundel's classroom at the Woman's 
 College to see her North Carolina collections. 
 
 7. Collections of leaves were made and preserved. 
 
 8. Letters were written to chambers of commerce in many North Caro- 
 lina towns. 
 
 9. A visit was made to the new Historical Museum in Greensboro. 
 
88 Studying the State of North Carolina 
 
 VL Outcomes. 
 
 1. A sense of responsibility that each member of the group 
 developed in sharing what he knew with others. 
 
 2. A broadened knowledge and appreciation of North Carolina. 
 
 3. A development of individual children through the media of 
 art, language, and music. 
 
 4. A more accurate concept of the natural resources of our 
 State and a recognition of the necessity for conserving them. 
 
 5. A development of skill in using the library to get informa- 
 tion. 
 
 6. A definite concept of the three physical division of North 
 Carolina. 
 
 7. An awareness and appreciation of the immediate environ- 
 ment. 
 
 VII. References and Materials 
 
 A. Teacher's Bibliography 
 
 1. Allen, W. C. Islorth Carolina History Stories. Richmond. Johnson, 1901. 
 
 2. Arnett, A. M. and Jackson, W. C. The Story of North Carolina. Chapel 
 Hill. The University of N. C. Press, 1933. 
 
 3. Caldwell, Bettie D. Founders and Builders of Greensboro. Greensboro. 
 Joseph J. Stone & Co., 1925. 
 
 4. Caruthers, E. W. Life of Caldwell. Greensboro. Swain & Sherwood, 1842. 
 
 5. Connor, R. D. W. Ante-Bellum Builders of North Carolina. Greensboro. 
 Extension Division, Woman's College of U. N. C. 
 
 6. Connor, R. D. W. North Carolina Manual. Raleigh. Edwards & Brough- 
 ton Printing Co., 1917. 
 
 7. Connor, R. D. W. Revolutionary Leaders of North Carolina. Greensboro. 
 Extension Division, Woman's College of U. N. C, 1923. 
 
 8. Daniels, Jonathan. A Southerner Discovers the South. New York. Mac- 
 millan, 1938. 
 
 9. Green, Paul. The Lost Colony. Chapel Hill. University of N. C. Press, 
 1937. 
 
 10. Hibbard, Addison (Editor). Stories of the South. Chapel Hill. Univ. of 
 N. C. Press, 1931. 
 
 11. Hill, D. H. Young People's History of North Carolina. Raleigh. Alfred 
 Williams & Co., 1916. 
 
 12. Hobbs, S. H., Jr. North Carolina Economic and Social. Chapel Hill. Univ. 
 of N. C. Press, 1930. 
 
 13. Johnson, eGrald W. The Wasted Land. Chapel Hill. Univ. of N. C. Press, 
 1938. 
 
 14. Knight, Edgar W. A History of Pudlic Schools of North Carolina. New 
 York. Houghton, 1916. 
 
 15. Loomis, F. B. Field Book of Common Rocks and Minerals. New York. 
 Putnam, 1923. 
 
 16. Noble, M. C. S. A History of the Public Schools of North Carolina. Chapel 
 Hill. Univ. of N. C. Press 1930. 
 
 17. Rhyne. Some Cotton Mill Workers and Their Tillages. Chapel Hill. Univ. 
 of N. C. Press, 1935. 
 
Suggestions for Teaching the Social Studies 89 
 
 18. Rowe, Nellie M. Discovering North Carolina. Chapel Hill. Univ. of N. C. 
 Press, 1933. 
 
 19. Schenck, David. North Carolina— 1780-1781. Raleigh. Edwards & 
 Broughton, 1889. 
 
 20. Sheppard, Muriel. Cahins in the Laurel. Chapel Hill. Univ. of N. C. 
 Press, 1935. 
 
 21. Wells, B. W. Natural Gardens in North Carolina. Chapel Hill. Univ. of 
 N. C. Press, 1932. 
 
 B. Children's Bibliography 
 
 1. Allen, W. C. North Carolina History Stories. Richmond. Johnson, 1901. 
 
 2. Barske, Charlotte. King Cotton. Poughkeepsie, N. Y. Artists and Writers 
 Guild, 1938. 
 
 3. Charnley. Boy's Life of the Wright Brothers. New York. Harper. 
 
 4. Connor, R, D. W. The Story of the Old North State. Philadelphia. Lippin- 
 cott, 1906. 
 
 5. Credle, Ellis. Across the Cotton Patch. New York. Nelson, 1935. 
 
 6. Credle, Ellis. Down, Doivn the Mountain. New York. Nelson, 1934. 
 
 7. Credle, Ellis. Little Jeemes Henry. New York. Nelson, 1935. 
 
 8. Creecy, R. B. Grandfather's Tales of North Carolina History. Raleigh. 
 Edwards & Broughton Co., 1901. 
 
 9. French, J. L. The Big Aviation Book. Springfield, Mass. McLaughlin 
 Bros. 
 
 10. Gray, Elizabeth Janet. Jane Hope. New York. Viking Press, 1935. 
 
 11. Gray, Elizabeth Janet. Meggy Mcintosh. New York. Doubleday, 1930. 
 
 12. Green, Charlotte Hilton. Birds of the South. Chapel Hill. Univ. of N. C. 
 Press, 1933. 
 
 13. Green, Paul. The Lost Colony. Chapel Hill. Univ. of N. C. Press, 1937. 
 
 14. Harvey, Jane and Lawson, Irving. Wild Flowers of America. 
 
 15. McCorkle, Mrs. Lutie Andrews. Old Time Stories of the Old North State. 
 Boston. Health, 1903. 
 
 16. McNeil, John Charles. Lyrics from Cotton Land. Charlotte. Stone Pub- 
 lishing Co., 1922. 
 
 17. Mullen, John M. (Compiler). Facts to Know North Carolina. Lincolnton, 
 N. C. The Mullen Feature Syndicate, 1937. 
 
 18. Nicholson, James W. Stories of Dixie. New York. American, 1915. 
 
 19. Page, Thomas Nelson. Two Little Confederates. New York. Scribners, 
 1927. 
 
 20. Perkins, Lucy Fitch. The American Twins of the Revolution. New York. 
 Houghton, 1926. 
 
 21. Perkins, Lucy Fitch. The Colonial Twins. New York. Houghton, 1924. 
 
 22. Sharpe, Stella Gentry (with photographs by Charles Farrell). Tolie. 
 Chapel Hill. Univ. of N. C. Press, 1939. 
 
 23. Singmaster, Elsie. A Boy at Gettysburg. New York. Houghton, 1924. 
 
 24. St. Nicholas. Civil War Stories. New York. Houghton, 1916. 
 
 25. St. Nicholas. Revolutionary Stories. New York. Century. 
 
 26. St. Nicholas. Southern Stories. New York. Century, 1922. 
 
SUITABLE MATERIALS 
 
 Adequate library facilities make possible enriched learning 
 experiences. Many books, pamphlets, pictures, newspaper clip- 
 pings, maps, and exhibits can be used profitably in a study of the 
 State. 
 
 Do you have a good collection of North Carolina materials in 
 your school? 
 
CHAPTER V 
 
 SUGGESTIONS FOR NORTH CAROLINA 
 MATERIALS 
 
 Each teacher in cooperation with the school librarian should 
 help to build up the school's collection of North Carolina materials. 
 There is much more available than most teachers realize. In this 
 section of the bulletin are listed more than 200 books, pamphlets, 
 maps and other items that teachers will find useful. It is sug- 
 gested that teachers carefully check the annotated listing of 
 materials against those available in their schools and then select 
 and try to have the school purchase a few of the most needed 
 items each year. 
 
 Teachers in the fifth and eighth grades should accept special 
 responsibility with reference to the collection of North Caro- 
 liana. In addition to working with the librarian and principal in 
 the selection of books for the library, they should assume 
 responsibility for promoting the use of the materials. Class- 
 room collectons borrowed from the central library for extended 
 periods for special use with classroom groups is one of the most 
 effective ways of doing this. In the eighth grade, for example, 
 the teacher should arrange a classroom shelf of North Carolina 
 supplementary readers which should include reference books, an 
 up-to-date file of newspaper clippings, magazine articles, pictures, 
 and other materials. 
 
 Schools with limited school library facilities can get some help 
 from public libraries. Many of the books listed in this bulletin 
 may be borrowed from the North Carolina Library Commission, 
 Raleigh. In places where there is county library service the 
 
 Free Materials 
 Many helpful materials may 6e oMainecl from State and local 
 public agencies and from private business organizations. Only one 
 request for free materials should he made by each classroom group. 
 If this is written by a pupil or a committee of pu,pils, it should be 
 checked and signed by the teacher or the librarian. When several 
 pupils in the same group write for the same materials much icaste 
 can ensue and answering such requests can become a nuisance to 
 btisy people. Teachers or librarians who need more than one copy of 
 free publications should make a special request stating what use is 
 to be made of the multiple copies of the materials. 
 
92 Studying the State of North Carolina 
 
 request for books must come through the local county library. 
 In counties where there is no county library, requests may go 
 directly to Raleigh, in which case the borrower must bear the 
 transportation costs to and from Raleigh. 
 
 The materials listed below are chiefly those now available from 
 publishers, but a few "out of print" items that are generally avail- 
 able in school and public libraries have been included. Prices are 
 list prices unless otherwise indicated. From the annotations one 
 can determine which books are suitable for children. Some of the 
 books on the adult level may be used to advantage by good readers 
 in the upper elementary grades and in the high school. The list 
 is classified under seven headings. In selecting materials some of 
 each type should be secured. 
 
 I. Books — Factual 
 
 Allen, W. C. North Carolina History Stories. Richmond: Johnson. 1901. 
 Out of Print. 
 
 Easily read history stories for fifth and sixth grades. 
 
 The Story of Our State: North Carolina. Raleigh: Dixis Press. 
 
 Revised Edition. 1944. To schools, 90<f. 
 State-adopted supplementary text. Grades 5-8. 
 
 Americana Encyclopedia. New York: Americana Corporation. 1939. 
 
 Contains 13 pages on North Carolina with maps, pictures, and 
 tables. 
 
 Ashe, S. A. History of North Carolina. Greensboro: C. L. Van Noppen. 
 190 8. Out of Print. 
 
 A North Carolina History that is especially valuable to research 
 students and teachers. 
 
 Arnett, A. M. and Jackson, W. C. The Story of North Carolina. Chapel 
 Hill: IT. N. C. Press. 1933. To schools, 80«?. 
 
 State-adopted supplementary textbook for eighth grade. 
 
 Blomquist, H. L. and Costing, H. J. Guide to the Spring and Early 
 Summer Flora of the Piedmont, North Carolina. Durham: Published 
 by the authors (Dept. of Botany, Duke University). 1940. $1.00. 
 
 Blythe, Legette. Marshal Ney: A Dual Life. New York: Stackpole. 
 1937. $3.50. 
 
 The story of Napoleon's marshal who is alleged to have escaped 
 death and settled in North Carolina where he spent his last years 
 as a school teacher and was after his death interred in Rowan 
 County. 
 
 Bowman, Elizabeth S. Land of High Horizons. Kingsport: Southern 
 Publishers. 1938. $2.50. 
 
 Relates to the people, history, geology, legends, traditions, and 
 wild life of the Smoky Mountain Region. 
 
Suggestions for Teaching the Social Studies 93 
 
 Britaimica Junior. (12 vols.) Chicago: Encyclopedia Britannica, Inc. 
 1944. 
 
 Contains three pages on North Carolina with map and pictures. 
 
 Brooks, E. C. Our Dual Government. New York: Rand. 1924. Out of 
 print. 
 
 Valuable civics and history material for fifth grade and above. 
 Available in many schools since this was at one time a State- 
 adopted text. 
 
 Byrd, William. History of the Dividing Line Betwixt Virginia and North 
 Carolina. Raleigh: North Carolina Historical Commission. 1929. 
 
 An interesting document in our colonial history, describing the 
 marking of the boundary through efforts of the commission ap- 
 pointed by the king in 1728. 
 
 Charnley, M. V. Boy's Life of the Wright Brothers. New York: Harper. 
 1928. $2.00, 
 
 The life story of the brothers who invented the airplane. Descrip- 
 tion of their flying experiments at Kitty Hawk. 
 
 Chamberlain, Hope S. Old Days in Chapel Hill. Chapel Hill: U. N. C. 
 Press. 1926. $3.50. 
 
 Life and letters of Cornelia P. Spencer. 
 
 Coker, W. C. and Totten, H. R. Trees of the Southeastern States. Chapel 
 Hill: U. N. C. Press. 1936. $2.50. 
 
 Authentic information concerning the trees of North Carolina and 
 other states of the Southeast. Exceptionally valuable as a reference 
 in nature study. Describes 239 native and 22 foreign trees with 
 drawings of typical leaves, flowers, and fruits. 
 
 Compton's Pictured Encyclopedia. Chicago: Compton. 1944. 
 
 Contains six pages under "North Carolina" with map and illustra- 
 tions. See also Fact-Index for North Carolina for other references. 
 
 Connor, R. D. W. Ante-Bellun Builders of North Carolina. Greensboro: 
 Woman's College of the University of North Carolina. For sale at the 
 College Book Store. 70(f. 
 
 A discussion of the development of government, industry, and edu- 
 cation in the State during the period 1790-1840. The four sections 
 of the publication discuss in order the parts played by Archibald 
 D. Murphey, David L. Swain, Calvin H. Wiley, and John M. 
 Morehead. 
 
 Makers of North Carolina History. Raleigh: Thompson Publish- 
 ing Co. 1926, Out of print. 
 
 Biographies of important North Carolinians. Origin and names of 
 counties. List of governors. 
 
 Race Elements in the White Population of North Carolina. Greens- 
 boro: Woman's College of the University of North Carolina. For sale 
 at the College Book Store. 1920. 85<f. 
 
 A discussion of the origin, characteristics, and contributions of the 
 various racial elements in the North Carolina population. 
 
94 Studying the State of North Carolina 
 
 Revolutionary Leaders of North Carolina. Greensboro: Woman's 
 
 College of the University of North Carolina. For sale at the College 
 Book Store. 1916. 70^ 
 
 A discussion of four phases of the Revolutionary struggle and the 
 parts played by John Harvey, Cornelius Harnett, Richard Caswell, 
 and Samuel Johnston. 
 
 Story of the Old North State. Philadelphia: Lippincott. 1906. 
 
 Out of print. 
 
 Chronological presentation — useful from fifth grade up. 
 
 Boyd, W. K., and Hamilton, J. G. de R. History of North Carolina. 
 
 (3 vols.) New York: Lewis Publishing Company. 1919. Out of print. 
 
 A very complete and authoritative treatment of the history of the 
 State. 
 
 and Poe, Clarence. The Life and Speeches of Charles Brantley 
 
 Ayeock. Chapel Hill: U. N. C. Press. 1912. $1.00. 
 
 A biographical account of North Carolina's crusader for education, 
 with excerpts from his speeches. 
 
 Conservation and Development Department. North Carolina Industrial 
 Directory and Reference Book. Raleigh: Department of Conservation 
 and Development. 1938. $7.50. 
 
 Description of industrial resources of the State with directory of 
 establishments. Gives important facts and figures for each county. 
 
 North Carolina: Today and Tomorrow. Raleigh: Publishtd by 
 
 Department. 1936. 50^. 
 
 A description of the State with special sections on resources, 
 government, education, welfare, commerce, and transportation. 
 
 Cooper, W. A. A Portrayal of Negro Life. Raleigh: Division of Nagro 
 Education, State Department of Public Instruction. 1936. $1.00. 
 
 Reproductions of 27 paintings by the author with biographical 
 accounts of the subjects. 
 
 Creecy, R. B. Grandfather's Tales of North Carolina History. Raleigh: 
 Edwards. 19»Jl. Out of print. 
 
 A collection of historical, legendary and biographical stories con- 
 cerning North Carolina. Interesting, but difficult reading for most 
 elementary school children. 
 
 Crittenden, C. C. Commerce of North Carolina, 1763-1789. New Haven: 
 Yale University Press. 1936. Out of print. 
 
 A description of the chief exports and imports, routes of trade, 
 methods of production, and ways of doing business in North Caro- 
 lina in the late eighteenth century. Gives a good picture of the 
 economic life of the State at that time. 
 
 and Lacy, Dan (Editors.) The County Records. (3 vols.) (His- 
 torical Records of North Carolina). Raleigh: North Carolina Historical 
 Commission. (Now State Department of Archives and History.) 1938. 
 For research students. A reprint of pages 1-129 of Volume I is avail- 
 able in separate binding. Free. 
 
 An interesting account of historical records in North Carolina with 
 a good description of the North Carolina county. 
 
Suggestions for Teaching the Social Studies 95 
 
 Cushman, Rebecca. Swing Your Mountain Gal. Boston: Houghton. 
 1934. $2.50. 
 
 Sketches of life in the southern highlands. 
 
 Daniels, Jonathan. A Southerner Discovers the South. New York: Mac- 
 millan. 1938. $3.00. 
 
 Description and travel in the Southeastern states; a good account 
 of conditions in the indjistrial belt of the Piedmont in North 
 Carolina. 
 
 Tar Heels. New York: Dodd, Mead. 1941. Out of print. 
 
 An unusually well-written account of contemporary North Carolina 
 in the light of its historical development. Especially valuable as 
 background reading for the teacher. 
 
 Daniels, Josephus. Editor in Politics. Chapel Hill: U. N. C. Press. 
 1941. 
 
 Sequel to Tar Heel Editor. 
 
 Tar Heel Editor. Chapel Hill: U. N. C. Press. 1939. 
 
 Autobiographical. Experiences of one of North Carolina's leading 
 citizens. 
 
 Department of Labor. Directory of Manufacturing Firms of North Caro- 
 lina. Raleigh: Department of Labor. 1944. $1,00. 
 
 Information about industries in each county. Classified State 
 summary. 
 
 Eaton, Allen Hendershott. Handicrafts of the Southern Highlands. New 
 York: Russell Sage Foundation. 1937. $3.00. 
 
 A valuable reference for study of the handicrafts of the mountain- 
 folk of Western North Carolina. 
 
 Eure, Thad. North Carolina Manual. Raleigh. The Secretary of State. 
 Published biennially. Limited number available for free distribution. 
 
 Contains official register of legislative, judicial, and executive 
 officials; members of State Boards and Commissions; election re- 
 turns; biographical sketches of State officials and members of the 
 General Assembly. 
 
 Federal Writers' Project, Regional Staff. These Are Our Lives. Chapel 
 Hill: U. N. C. Press. 1939. $2.00. 
 
 Thirty-five life histories of people in the South — farm laborers and 
 owners, factory and mill workers, people engaged in service occu- 
 pations, and those on relief. 
 
 Fries, Adelaide L. The Road to Salem. Chapel Hill: U. N. C. Press. 
 
 1944. $4.00. 
 
 The story of the Moravian settlement of what is now Winston- 
 Salem. Translated from the autobiography of Anna Catharina 
 Antes, written in German in 1803, and supplemented by contempo- 
 rary materials gathered by the author who is a descendent of the 
 founders of the Moravian communities in North Carolina and is at 
 present Archivist of the Southern province of the Moravian Church. 
 
96 Studying the State of North Carolina 
 
 Goerch, Carl. Carolina Chats. Raleigh: Carl Goerch. 1944. $3.00. 
 Out of print. 
 
 The first half of the book is devoted to miscellaneous stories about 
 North Carolina, some historical, some humorous. The second half 
 contains newspaper items from 1800 up to the present century and 
 is mostly human interest material of peculiar interest to North 
 Carolinians. 
 
 Characters, Always Characters. Raleigh: Carl Goerch. 1945. 
 
 $3.00. 
 
 Stories about interesting North Carolinians. 
 Down Home. Raleigh: Carl Goerch. 1943. Out of print. 
 
 Feature articles from The State magazine. The latter half of the 
 book is devoted to a description of the historical background of 
 each of North Carolina's 100 counties. 
 
 Green, Charlotte Hilton. Birds of the South. Chapel Hill: U. N. C. Press. 
 1934. To schools, $1.20. 
 
 Valuable material for use in a unit of study such as one on "Birds 
 of North Carolina." 
 
 Trees of the South. Chapel Hill: U. N. C. Press. 1939. $2.50. 
 
 Useful natural science material especially applicable to North 
 Carolina. Profusely illustrated. Pp. 391-397 give pictures and text 
 on dogwood, North Carolina State flower. 
 
 Henderson, Archibald. North Carolina — The Old State and the New. 
 Chicago: Lewis Publishing Co. 1941. 
 
 Volumes I and II of this 5 volume series give the history of the 
 State as written by Dr. Henderson. Volumes III, IV, and V contain 
 biographical sketches of North Carolinians. 
 
 Hill, D. H. Young People's History of North Carolina. Raleigh: Alfred 
 Williams. 1916. Out of print. 
 
 Formerly basal North Carolina history textbook. Available in 
 quantity In most schools. 
 
 Hobbs, S. H., Jr. North Carolina: Economic and Social. Chapel Hill: 
 U. N. C. Press. 1930. Out of print. 
 
 An excellent presentation of economic and social conditions in 
 North Carolina. Contains maps, tables, diagrams. References at 
 end of each chapter. 
 
 Hyman, Mary and Marks, Sallie B. North Carolina Geogi-aphy. Supple- 
 ment to Southern Lands. New York: Silver. 1929. 71^. 
 
 State-adopted textbook for use in seventh grade. Helpful in other 
 grades studying North Carolina. 
 
 Johnson, Gerald. The Wasted Land. Chapel Hill: U. N. C. Press. 1938. 
 
 $1.50. 
 
 A discussion of problems facing the Southeastern states. 
 
 Johnson, Guion Griffls. Ante-Bellum North Carolina — A Social History. 
 
 Chapel Hill: U. N. C. Press. 1937. $6.00. 
 
 A wealth of material portraying the social life of North Carolina 
 during the period 1800-1860. 
 
Suggestions for Teaching the Social Studies 97 
 
 Johnston, Frances B. and Waterman, Thomas T. The Early Architecture of 
 North Carolina. Foreword by Leicester B. Holland F. A. I. A. Published 
 
 under the auspices of the Colonial Dames of America. Committee on 
 Publication: Mrs. Peter Arrington, chm., Mrs. J. Walter Williamson, 
 Mrs. Lyman A. Gotten. Chapel Hill: U. N. C. Press. 1941. Out of 
 print. 
 
 A beautiful pictorial presentation of early architecture of North 
 Carolina. A few copies of the limited edition of 900 copies are avail- 
 able in school and public libraries. 
 
 Kelly, Paul and Baskervill, J. C. The Story of Conservation In North Caro- 
 lina. Raleigh: North Carolina Department of Conservation and 
 Development. 1941. Out of print. 
 
 Discussion of the resources of the State and the need for conser- 
 vation. Told in conversational style. Distributed free to all schools 
 in 1941. Valuable supplementary book for eighth grade. 
 
 Kephart, Horace. Our Southern Highlanders. New York: Outing Pub- 
 lishing Co. 1913. Out of print. 
 
 A narrative account of adventure in the Southern Appalachians and 
 a study of life among the mountaineers. 
 
 Knight, Edgar W. Our State Government. Atlanta: Scott. 19 26, 80#. 
 An elementary text in government. 
 
 Public School Education in North Carolina. New York: Houghton. 
 
 1916. Out of print. 
 
 Shows the relation between social and economic forces and educa- 
 tional development and how the ideals of a people are reflected in 
 their school systems. 
 
 Lawrence, R. C. Here in Carolina. Lumberton: R. C. Lawrence. 1939. 
 $3.00. 
 
 A collection of stories and articles about North Carolina and famous 
 North Carolinians. 
 
 Lawson, John. History of North Carolina. Richmond: Garrett and 
 Massie. 1937. $3.00. 
 
 A reprint of the 1714 edition. Lawson'S' account of his journeys in 
 North Carolina at the beginning of the 18th century. Gives an 
 excellent account of early natural history and customs and morals 
 of the Indians. Unsuitable for classroom use, but an excellent 
 reference for teachers. Contains early maps and drawings. 
 
 Lefler, H. T. (Editor) North Carolina History Told by Contemporaries. 
 
 Chapel Hill: U. N. C. Press. 1934. $3.50. 
 
 An interesting source book for teachers and high school students. 
 
 Mason, R. L. The Lure of the Great Smokies. Boston: Houghton. 1927. 
 Out of print. 
 
 Description and travel in the Smoky Mountain Region of North 
 Carolina. Illustrations. Maps. 
 
 Matthews, Etta Lane. Over the Blue Wall. Chapel Hill: U. N. C. Press. 
 1937. $1.50. 
 
 A young peoples' narrative history covering the period from Ponce 
 De Leon to Washington. North Carolina references are indexed. 
 
98 Studying the State op North Carolina 
 
 Maus, Cynthia Pearl. Christ and the Fine Arts. New York: Harper and 
 Brothers. 1938. $4.35. 
 
 The legend of the dogwood, North Carolina State flower, is given 
 on pages 548-549. 
 
 Mead, Martha N. Asheville in the Land of the Sky. Richmond: The 
 Dietz Press. 1942. $3.00. 
 
 Description of Asheville and the country round about — -Biltmore 
 Estate, etc. 
 
 McCorkle, Mrs. Lutie Andrews. Old-Time Stories of the Old North State. 
 
 Boston: Heath. 1903. 80^. 
 
 History stories that may be read easily by pupils in the fifth grade 
 and above. 
 
 Morley, M. W. Carolina Mountains. Boston: Houghton. 1913. $4.00 
 
 Description and travel in Western North Carolina — Chimney Rock, 
 Biltmore, Cherokee Indian country, Pisgah, Mitchell, Linville Falls, 
 Blowing Rock, Grandfather Mountain, etc. 
 
 Mullen, John M. (Compiler). Facts to Know North Carolina. Lincolnton: 
 Mullen Feature Syndicate. Revised edition, 1944. To schools, $1.00 
 each or 80^ in quantities of 50 or more. 
 
 Questions and answers on North Carolina. Information about 
 counties. North Carolina "firsts", etc. 
 
 National Park Service. The National Parks Portfolio. Chicago: National 
 Park Service, United States Department of the Interior. 1931. $1.50. 
 
 Extensive description of national parks and monuments, including 
 those of North Carolina. 
 
 National Conference on State Parks. Park and Recreation Progress — 1943 
 Yearbook. National Conference on State Parks, 901 Union Trust Build- 
 ing, Washington, D. C. $1.00. 
 
 Information on State Parks in North Carolina and other states. 
 
 Newbold, N. C. (Editor). Five North Carolina Negro Educators. Chapel 
 Hill: U. N. C. Press. 1939. $1.00. 
 
 Biographical sketches of five Negro leaders: S. G. Atkins, James 
 B. Dudley, Annie W. Holland, W. P. Moore, and E. E. Smith. 
 
 Newsome, A. R. and Lefler, H. T. The Growth of North Carolina. Yonkers- 
 on-Hudson, N. Y.: World. 1942. $1.14. 
 
 State-adopted supplementary textbook for eighth grade. 
 
 Noble, M. C. S. A History of the Public Schools of North Carolina. Chapel 
 
 Hill: U. N. C. Press. 1930. $3.00. 
 
 An excellent account of the development of public education in the 
 State from early beginnings to 1930. 
 
 Pearson, T. G., Brimley, S. B., and Brimley, H. H. Birds of North Caro- 
 lina. Raleigh: State Museum. 1942. $3.50. 
 
 Data on 396 different birds recorded in the State. Twenty full-page 
 color plates, 17 full-page black and white plates, and 140 text figures. 
 Valuable reference. Should be in all school libraries. 
 
 Peattie, Roderick. The Great Smokies and The Blue Ridge. New York: 
 
 Vanguard Press. 1943. 
 
 A Story of the Southern Appalachians. 
 
Suggestions for Teaching the Social Studies 99 
 
 Quinn, A'ernon. Picture Map Geography of the United tSates. New York: 
 
 Lippincott. 1931. $3.00. 
 
 Pictorial map and descriptive material for North Carolina, pp. 
 52-55. 
 
 Rights, D. L. A Voyage Down the Yadkin — Great Peedee River. Winston- 
 Salem: Winston-Salem Printing Co. 19 29. 
 
 An account of a voyage down the Yadkin from North Wilkesboro 
 to Georgetown made in a 12-foot rowboat. 
 
 Rowe, Nellie M, Discovering North Carolina. Chapel Hill: U. N. C. Press. 
 1933. To schools, 70^ 
 
 A State-adopted supplementary reader. Treats the social and eco- 
 nomic aspects of the State's development and contains much helpful 
 information concerning modern and contemporary North Caro- 
 linians. 
 
 Schaw, Janet. Journal of a Lady of Quality. New Haven : Yale University 
 Press. 1939. $4.00. 
 
 Description and travel in the West Indies and in North Carolina in 
 colonial days. 
 
 Sheppard, Mrs. Muriel Barley. Cabins in the Laurel. With illustrations by 
 Bayard Wootten. Chapel Hill: U. N. C. Press. 1935. Out of print. 
 
 An account of life in the Toe River Valley in the northwestern 
 North Carolina mountain region. 
 
 Sherwood, H. N. Makers of the New World. Indianapolis: Bobbs-Merrlll. 
 1936. 69^ 
 
 A State-adopted supplementary reader for fourth and fifth grades. 
 Contains chapters relating to Sir Walter Raleigh and Blackbeard. 
 
 Sprunt, James. Tales and Traditions of the Lower Cape Fear. Wilming- 
 ton. LeGwin Bros. 1896. Out of print. 
 Stories of the Wilmington area. 
 
 Stull, DeForest and Hatch, Roy W. Journeys Through North America. 
 
 Atlanta: Allyn and Bacon. 1944. To schools, $1.20. 
 
 See section on South Atlantic States, pp'. 147-174, also index under 
 "North Carolina." 
 
 Vance, Rupert B. All These People: -The Nation's Human Resources in 
 the South. Chapel Hill: U. N. C. Press. 1944. 
 
 A long time view of the population trends of the Nation and the 
 South. Discussion of potential human resources and persistent 
 problems. Maps, charts, tables, based on 1940 Census and latest 
 available information. 
 
 Wager, Paul W. County Government in North Carolina. Chapel Hill: 
 U. N. C. Press. 1928. $2.50. 
 
 Analysis of county systems of government written for aid to 
 teachers of civics and government in our public schools. 
 
 Warren, Jule B. North Carolina, Yesterday and Today. Raleigh: State 
 Department of Public Instruction. 
 
 State-adopted textbook for fifth grade. 
 
100 Studying the State of North Carolina 
 
 Watts, G. B. The Waldenses in the New World. Durham: Duke Uni- 
 versity Press. 1941. $3.50. 
 
 Pages 79-162 give an authoritative account of the largest and most 
 important Waldensian colony in North American at Valdese in 
 Burke County, North Carolina, whose first settlers arrived in 1893. 
 
 Wells, B. W. Natural Gardens of North Carolina. Chapel Hill: U. N. C. 
 Press. 1932. Out of print. 
 
 A description of the flora of North Carolina in all sections from the 
 mountains to the seacoast. 
 
 White, Stewart Edward. Daniel Boone, Wilderness Scout. Atlanta: 
 Allyn. 1926. 80^ 
 
 Biographical sketch of Daniel Boone, his life and travel in North 
 Carolina, Kentucky, etc. Excellent account of pioneer life and the 
 settlement of Kentucky. For grade 8 and above. 
 
 Willis, C. H. and Saunders, L. S. Those Who Dared. Chapel Hill: U. N. C. 
 Press. 1935. To schools, 72<?. 
 
 American history stories for children nine to twelve years of age. 
 
 Wilson, Charles Marrow. Backwoods America. (Photographic illustrations 
 Bayard Wootten.) Chapel Hill: U. N. C. Press. 1935. $2.50. 
 
 A description of the life and customs of rural America. Describes 
 life typical of much of rural North Carolina. 
 
 Wootten, Bayard and Henderson, Archibald. Old Homes and Gardens of 
 North Carolina. Photographs by Bayard Wootten, historical text by 
 Archibald Henderson. Compiled by Mrs. Charles A. Cannon, Mrs. Lyman 
 A. Gotten, and Mrs. James Edwin Latham. Published under the auspices 
 of the Garden Club of North Carolina. Chapel Hill: U. N. C. Press. 
 1939. Out of print. 
 
 One hundred beautiful photographic plates and authentic historical 
 and descriptive data on outstanding old homes and gardens in the 
 State. A few copies of this limited edition of 1,000 copies are 
 available in school and public libraries. 
 
 World Book Encyclopedia. Chicago: Quarrie. 1944. 
 
 New article on North Carolina by C. C. Crittenden. Contains 20 
 pages including maps, charts, tables, and illustrations. 
 
 W. P. A, Writers. How They Began; the Story of North Carolina, County, 
 town and Other Place Names. 270 Lafayette Street, New York: Harian 
 Publications. 1941. 75^ paper. 
 
 An alphabetical listing of counties, towns and other places and 
 how they came to be named. 
 
 North Carolina: A Guide to The Old North State. Chapel Hill: 
 
 U. N. C. Press. 1939. $3.00. 
 
 A comprehensive historical, economic, social and scenic description 
 that covers the seacoast, the tobacco and cotton country, and the 
 famous recreational areas of the Great Smokies. About 100 photo- 
 graphs. 16 maps. Sponsored by the Department of Conservation 
 and Development and compiled by the Federal Writers' Project of 
 North Carolina. 
 
Suggestions for Teaching the Social Studies 101 
 
 Raleigh — Capital of North Carolina. (American Guide Series.) 
 
 Raleigh: Sesquicentennial Commission. Hon. J. Crawford Biggs, chm, 
 
 A guide to the City of Raleigh. Contains a brief history of the 
 city and discussions of education, religion, literature, music, news- 
 papers, periodicals, and points of interest. 
 
 II. Booklets, Pamphlets, Circulars, Etc. 
 
 Albertson, Catherine S. In Ancient Albemarle. 309 W. Church St., Eliza- 
 beth City: Published by the author. 1914. Out of print. 
 
 A collection of fifteen stories relating to the Albemarle region, 
 including accounts of the first Albemarle Assembly, the Culpepper 
 Rebellion, the piracy of Blackbeard, and the happenings in various 
 communities during the Revolutionary period. 
 
 L Roanoke Island in History and Legend. 309 W. Church Street, 
 
 Elizabeth City: Published by the author. 1914. 50^. 
 
 Historical and legendary account of first English attempts at settle- 
 ment, the birth of Virginia Dare, experiments of the Wright 
 Brothers, and other significant events which took place on and 
 around Roanoke Island. 
 
 -_ Wings Over Kill Devil and Legend of the Dunes of Dare. 309 W. 
 
 Church Street, Elizabeth City: Published by the author. 1944. 50^. 
 
 Stories gathered from old residents of Dare County, including the 
 Indian legend of Virginia Dare, the origin of such names as Kill 
 Devil Hill, Kitty Hawk, Jockey's Ridge, Nag's Head, etc. New 
 edition contains story of the first airplane flight, 
 
 Brimley, C. S. Amphibians and Reptiles of North Carolina. Elon College, 
 N. C. : Carolina Biological Supply Co. 1944. 50^. 
 
 Description and key to all the amphibians and reptiles known to 
 have occured in the State. 
 
 The Mammals of North Carolina. Apply to Harry T. Davis, Curator, 
 
 State Museum, Raleigh. Free. 
 
 A series of 18 reprints from Carolina Tips, published by Carolina 
 Biological Supply Co., Elon College, N. C. 
 
 ,^ Brown, Arch B. Historic Sands of Eastern Carolina. Arlington, Va.: 
 Arch B. Brown. 1937. 40. p. paper cover. 
 
 Story of early attempts to settle on Roanoke Island and an account 
 of the experiments in flight made by Wilbur and Orville Wright 
 at Kitty Hawk. 
 
 Bryson, Herman J. The Story of the Geologic Making of North Carolina. 
 
 Raleigh: Department of Conservation and Development. 1928. Free. 
 
 A discussion of the origin of the different geologic formations In 
 North Carolina and their value to the State. 
 
 Camp, Cordelia and Wilson, E. W. The Settlement of North Carolina. 
 
 CuUowhee: Cordelia Camp. 1942. Single copies 35(f each, or 25^ 
 each in lots of ten or more, postpaid. 
 
 An interesting booklet dealing with the settlement of tne State. 
 Illustrated. Contains tests and suggested activities for pupils. ■ 
 
102 Studying the State of North Carolina 
 
 Carraway, Gertrude S. Tryon's Palace — North Carolina's First State 
 Capitol. Raleigh: State Department of Archives and History. 194b. 
 Free. 
 
 A brief history of the palace which in its day was considered tne 
 finest capitol on the continent of North America. 
 
 Census Bureau, U. S. Department of Commerce. Population, First Series, 
 Number of Inhabitants, North Carolina. Washington: U. S. Govern- 
 ment Printing Office. 1941. 10(f. 
 
 Population, Second Series, Characteristics of the Population, North 
 
 Carolina. Washington: U. S. Government Printing Office. 1941. 15(f. 
 
 Constitution of North Carolina. Raleigh: Division of Publications, State 
 Department of Public Instruction. Free. 
 
 Curtis, M. A. The Shrubs and Woody Vines of North Carolina. Raleigh: 
 Department of Conservation and Development. 10<f. 
 
 A reprint from Geological and Natural History Survey, 1S60. 
 Classified names of species with brief descriptions of each. 
 
 Davis, Harry T. and Brimley, C. S. Poisonous Snakes of the Eastern United 
 States. Raleigh: State Museum. 10^ each; discount for quantity. 
 
 Booklet of 16 pages with descriptions, habits, and ranges of the 8 
 poisonous snakes found east of the Mississippi River, plus standard 
 first aid instructions for snake bite. Illustrated with four full page 
 color plates and 12 text cuts. 
 
 Edmonds, W. R. and Corbitt, D. L. The North Carolina State Flag. 
 
 Raleigh: State Department of Archives and History. 1942. Free. 
 
 A fourteen page discussion of the history of the North Carolina 
 State flag. Illustrated. 
 
 Fitzgerald, Mary Newman. The Cherokees, 1540-1937. Knoxville: Clar- 
 ence F. Coleman Co. 1937. 
 
 A brief history of the Cherokee Indians in western North Carolina. 
 
 Fort Raleigh National Historic Site and Kill Devil Hill National Monument. 
 
 Both leaflets available from the Superintendent of Kill Devil Hill 
 National Monument, Kill Devil Hill, N. C. 
 
 Great Smoky Mountains National Park — Tennessee — North Carolina. 
 
 National Park Service, U. S. Department of the Interior, Chicago, 111. 
 Free. 
 
 A folder giving information about the Park and recreational 
 facilities. Contains map showing trails and points of interest. 
 
 Grimes, J. Bryan and Corbitt, D. L. The History of the Great Seal of North 
 Carolina. Raleigh: State Department of Archives and History. 1943. 
 Free. 
 
 A forty page history of the Great Seal from colonial times to the 
 present. Illustrated. 
 
 Guide to North Carolina Historical Highway Markers. Second Edition, 
 1940. Raleigh: State Department of Archives and History. Free. 
 
 Complete list of markers, giving legend and location o£ each. 
 Illustrated. 
 
Suggestions for Teaching the Social Studies 103 
 
 Hall of History. Raleigh: State Department of Archives and History. 
 
 1943. Free. 
 
 Leaflet describing North Carolina's Historical Museum. 
 
 Haywood, Marshall De Lancey. Sir Walter Raleigh. Apply N. C. E. A., 
 Raleigh. 35^. 
 
 A reprint of Mr. Haywood's address at Old Fort Raleigh, August 
 19, 1913. 
 
 Holmes, J. S. Common Forest Trees of North Carolina. Raleigh: North 
 Carolina Department of Conservation and Development. Revised edition, 
 
 1944. Single copies free to teachers whose classes are making studies of 
 trees or forests; pupils or others may secure copies at ten cents each, 
 postpaid. 
 
 An 87 page pocket handbook for the identification and study of com- 
 mon trees in the State. Illustrated. 
 
 Conservation of Our Natural Resources. Circular No. 24. Raleigh: 
 
 Department of Conservation and Development, 1940. Free. Prepared 
 especially for school children. 
 
 Brief suggestions concerning conservation of soil, forests, water, 
 minerals, scenery, wildlife and human life. 
 
 Information Circular. Raleigh: N. C. State Museum. Free to teachers 
 and libraries, in numbers for pupils. Mimeographed circulars issued at 
 irregular periods. 
 
 Each issue treats of some North Carolina Natural History or 
 Natural Resources, such as gem stones, fossil whales, insects, 
 bats, poisonous plants, etc. 
 
 Murphy, Winnie Alice. (Editor). Regional Sketches of Western North 
 Carolina. Bulletin of Western Carolina Teachers College. Vol. XIV, 
 No. 6. Out of print. 
 
 A collection of brief poems, stories, and folklore of Western North 
 Carolina. 
 
 National Park Service. Glimpses of Our National Parks. Chicago: Na- 
 tional Park Service, United States Department of the Interior. 1941. 
 Limited number of free copies available. 
 
 Description of our national parks with a discussion of their history, 
 administration, and use. Pages 87-89 treat the Great Smoky 
 Mountains National Park. 
 
 North Carolina Education Association. A Century of Culture. Raleigh: 
 N. C. E. A. 1937. 50^. 
 
 An historical pageant and masque commemorating the centennial 
 of public education in North Carolina. 
 
 North Carolina's State Museum. Raleigh: State Museum. Free to 
 teachers and libraries, in numbers for pupils. 
 
 Printed leaflet concerning the activities, collections, and exhibits 
 of the Museum. 
 
 Parker, Mattie Erma. Money Problems of Early Tar Heels. Raleigh: 
 State Department of Archives and History. 1942. Free. 
 
 Illustrated account of currency of North Carolina in early times. 
 
104 Studying the State of North Carolina 
 
 Reptiles of North Carolina. Raleigh: State Museum. Free to teachers 
 and librarians with limit of one to each. 
 
 Thirty pages of assembled reprints giving identification keys, 
 descriptions, and ranges of the turtles, snakes, crocodilians, and 
 lizards that have been recorded from North Carolina. 
 
 Tar Heel Tales. Raleigh: State Department of Archives and History. 
 1938. Free. 
 
 A reprint of broadcasts made over radio station WPTF, Raleigh. 
 There are eight leaflets in the series, each dealing with some 
 incident in the State's history, such as The Carolina Pirates (Black- 
 beard, Bonnet). 
 
 The Tar Heel State. Raleigh: State Department of Public Instruction. 
 Free. 
 
 A leaflet of interesting information about North Carolina. 
 
 U. S. Forest Service. North Carolina Forest Resources and Industries. 
 
 U. S. Department of Agriculture. Miscellaneous Pub. No. 533. Wash- 
 ington: U. S. Government Printing Office. 1943. 76 p. 25^. Paper. 
 
 A summary of the survey of forest resources in the State and forest- 
 products industries. Numerous photographs, maps, charts, graphs, 
 tables. Valuable reference in the study of conservation and our 
 wood-using industries. 
 
 Wetmore, Mary Emma. The Making of North Carolina. Salisbury: Frank 
 B. John School. 1939. 50«?. 
 
 A pageant on the making of North Carolina written and produced 
 by sixth grade pupils. 
 
 W. P. A. Writers. How North Carolina Grew. Raleigh: The News and 
 Observer, 1941. 25^. 
 
 This 4 in. by 9 in. booklet of 98 pages gives North Carolina 
 chronology from 1524 to 1941. Compiled by workers of the 
 Writers Program of the W.P.A. in a project sponsored by the North 
 Carolina Historical Commission, 
 
 III. Magazines and Periodicals 
 
 Agricultural Review. Raleigh: State Department of Agriculture. Pub- 
 lished twice a month. Sent free to citizens upon written application. 
 
 Bulletin of the Archeological Society of North Carolina. Membership in 
 the Society (Dues $1.00 a year) includes subscription. Apply to Ray- 
 mond Adams, Secretary, Chapel Hill. 
 
 Contains articles on archeology of North Carolina with special 
 emphasis on Indians, 
 
 Health Bulletin. Published monthly by the State Board of Health, Raleigh. 
 Sent free to any citizen of the State upon request. 
 
 Manufacturers Record. October, 1943. Special article on the State en- 
 titled "North Carolina — A Story of Great Achievement", pp. 1-33. A 
 separate reprint of this article is also available from the State Depart- 
 ment of Conservation and Development in Raleigh, 
 
Suggestions for Teaching the Social Studies 105 
 
 National Geographic Magazine. Vol. LXXX, No. 2, (August, 1941). "Tar- 
 heelia on Parade", pp. 181-224. Washington, D. C: National Geographic 
 Society. 50^ a copy, postpaid. (Only a few copies available when this 
 bulletin prepared. If not available at above source, try Abraham's 
 Magazine Service, 56 East 13th St., New York). 
 
 A very good 44 page article on contemporary North Carolina; 
 45 excellent photographs, 21 in natural color, and modern map. 
 Current issues and back numbers contain many articles on North 
 Carolina. 
 
 North Carolina Education. Issued monthly, September — May. Official 
 publication of the N. C. Education Association, Raleigh. $2.00 per year. 
 Current issues and back numbers contain many articles on North 
 Carolina. 
 
 North Carolina Forest Notes. Published quarterly by the N. C. Forestry 
 Association. Membership in the Association ($2.00) includes sub- 
 scription. Apply to Mrs. Thelma W. Sabiston, secretary-treasurer, Car- 
 thage, N. C. 
 
 North Carolina Wildlife Conservation. Published monthly by the Division 
 of Game and Inland Fisheries, N. C. Department of Conservation and 
 Development, Raleigh. 
 
 Interesting articles on North Carolina Wildlife. Numerous photo- 
 graphic illustrations. 
 
 News Letter. Published bi-monthly by the Extension Division of the Uni- 
 versity of North Carolina, Chapel Hill. Ask to be put on the mailing 
 
 list. 
 
 Newspapers. Sunday editions of the larger newspapers of the State contain 
 many feature articles about North Carolina, much of the material suit- 
 able for filing in the school's pamphlet file. 
 
 North Carolina Historical Review. Published quarterly since 1924 by the 
 State Department of Archives and History, Raleigh. To members of the 
 State Literary and Historical Association $1.00 a year; to non-members, 
 
 $2.00. 
 
 Each year the April issue contains a bibliography of books dealing 
 with North Carolina or by North Carolinians. All back numbers 
 are available. 
 
 Popular Government. Published monthly by the Institute of Government, 
 University of North Carolina, Chapel Hill. Subscription: $2.00 a year. 
 Single copies, 25(!?. 
 
 Current discussions of governmental agencies, laws. General 
 Assembly meetings, policies of administration, etc. 
 
 North Carolina Public School Bulletin. Published monthly during the 
 school year (September to May). Copies will be sent free to principals, 
 superintendents and libraries upon request to Mr. L. H. Jobe, Director 
 of Publications, Raleigh. 
 
 State School Facts. Published monthly by the Department of Public In- 
 struction. Free. Apply to Mr. L. H. Jobe, Director of Publications, State 
 Department of Public Instruction, Raleigh. 
 
106 Studying the State of North Carolina 
 
 The Bulletin. Published quarterly by the Extension Division of the Uni- 
 versity of North Carolina, Chapel Hill, for the North Carolina Council 
 for the Social Studies. Free to members of the Council. Dues, 50^ a 
 year, should be sent to Dr. Gordon W. Blackwell, executive secretary, 
 Box 1125, Chapel Hill. 
 
 Each issue gives helpful suggestions for teaching the social studies 
 and lists suitable materials. 
 
 The Chat. Bulletin of the North Carolina Bird Club. Printed five times a 
 year. Club membership ($1.00 a year) includes subscription. Apply to 
 Dr. A. D. Shaftesbury, Woman's College, U. N. C, Greensboro. 
 
 Contains articles on birds and news of activities by members of the 
 North Carolina Bird Club, and directory of oflScers and activities of 
 local bird clubs throughout the State. 
 
 The State. Published by Carl Goerch, 704 Lawyers Building, Raleigh. 
 Published weekly. Special subscription rates to schools: one year, 
 $3:00; nine months, $2.25. 
 
 Contains current news of happenings in the State and many feature 
 articles on the history, personalities, geography, etc., of North 
 Carolina. 
 
 Touring. Published periodically by The Southland Tourist Publishing Co., 
 Asheville. 25<!J a copy. 
 
 Vol. 8, 1941-42, is devoted to Western North Carolina. Maps. 
 Photographic illustrations. 
 
 We The People. Published monthly by the North Carolina Citizen's Asso- 
 ciation, Box 1987, Raleigh, N. C. Subscription: $1.00 a year, or 60<J in 
 quantity. 
 
 Carries monthly articles on State and Federal government, con- 
 servation, biographical sketches, etc. 
 
 Articles Relating to North Carolina. Back files of various magazines such 
 as The State, North Carolina Education, and the North Carolina Historical 
 Review, contain many good articles on North Carolina. See index for 
 each publication. 
 
 IV. Books — Novels, Short Stories, Poetry, Plays, Etc. by 
 North Carolinians or With a North Carolina Setting 
 
 Allee, Marjorie. Road to Carolina. Boston: Houghton. 1932. $2.00. 
 A story with a Civil War setting. High school. 
 
 Susanna and Tristan. Boston: Houghton. 1929. $2.00. 
 
 A story about two Quaker children on a trip from North Carolina 
 to Cincinnati in the days before the War Between the States. 
 
 Battle, Kemp Plummer. Memories of an Old-Time Tar Heel. Chapel Hill: 
 U. N. C. Press. $3.00. 
 
 Anecdotes of people and happenings with interesting family stories 
 and social history. 
 Boyd, James. Drums, (with illustrations by N. C. Wyeth). New York: 
 Charles Scribner's Sons. 1928. Boy's Edition, $2.50. 
 
 North Carolina in Colonial and Revolutionary times. High School. 
 
Suggestions for Teaching the Social Studies 107 
 
 Marching On. New York: Grosset. 1927. Out of print. 
 
 A civil war story concerning the son of a poor southern farmer. 
 High School. 
 
 Bridgers, Ann Preston and Abbott, George. Coquette. A play in three acts. 
 New York: Longmans. 1928. Out of print. 
 
 Cradle, Ellis A. -Across the Cotton Patch. New York: Thomas Nelson. 
 1935. $2.00. 
 
 A group of three stories in which children of the South get in and 
 out of trouble as they enjoy life on a big farm. 
 
 Down, Down the Mountain. New York: Thomas Nelson. 1944. 
 
 $2.00. 
 
 A picture book about Hetty and Hank who grew turnips on the 
 Blue Ridge which they hoped to trade for shiny squeaky shoes and 
 how their kindness of heart almost defeated their plan. 
 
 Little Jeemes Henry. New York: Thomas Nelson. 1936. $1.50. 
 
 Jeemes Henry wanted to go to the circus but didn't have any money. 
 This is the story of how he earned it three times and what hap- 
 pened when he finally went. 
 
 Duncan, Eula G. Big Road Walker. New York: Stokes. 1940. $1.32. 
 
 Tales about Big Road Walker and Hokey told to the author by 
 Alice Cannon, a Negro cook in Winston-Salem, who heard them as a 
 child from her father in South Carolina. 
 
 Fletcher, Inglis. Lusty Wind for Carolina. Indianapolis: Bobbs-Merrill. 
 1944. $3.00. 
 
 Historical novel about the Huguenot settlers founding a settlement 
 on the Cape Fear river. 
 
 Men of Albemarle. Indianapolis: Bobbs-Merrill. 1942. $2.75. 
 
 Historical novel based on the early years (1710-1712) in North 
 Carolina. A picture of the daily lives of Albemarle planters, their 
 morals, manners, amusements, etc. 
 
 Raleigh's Eden. Indianapolis: Bobbs-Merrill. 1940. 
 
 An historical novel set in North Carolina during the Colonial Period 
 and the Revolution. 
 
 Gray, Elizabeth Janet. Jane Hope. New York: Viking Press. 1934. 
 $2.00. 
 
 Life at Chapel Hill just before the outbreak of the Civil War. High 
 School. 
 
 Meggy Mackintosh. New York: Viking Press. 1930. $2.00. 
 
 Flora MacDonald and other Scotch emigrants in North Carolina 
 during the Colonial Period. Grammar grades and high school. 
 
 Green, Paul. The Highland CaU. Chapel Hill: U. N. C. Press. 1941. 
 
 $2.50. 
 
 An American History play telling the story of Flora MacDonald and 
 the Cape Fear settlement. Illustrated with photographs of the 
 1939 and 1940 productions in Fayetteville. 
 
 In the Valley and Other Carolina Plays. New York: Samuel 
 
 French. 1928. $2.50. 
 
108 Studying the State of North Carolina 
 
 The Lost Colony. Chapel Hill: U. N. C, Press. 1937. $1.50. 
 
 A dramatic presentation of the story of the Lost Colony. Illus- 
 trated with photographs from the pageant as produced at Manteo 
 on the 350th anniversary of the birth of Virginia Dare. 
 
 Harris, Bernice. Folk Plays of Eastern Carolina. Chapel Hill: U. N. C. 
 
 Press. 1940. $2.50. 
 
 Plays suitable for production by Little Theatre groups. 
 
 Purslane. Chapel Hill: U. N. C. Press. 1939. $2.50. 
 
 A novel portraying life in a rural community in middle Carolina in 
 the early nineteen hundreds. 
 
 Hendricks, W. C. (Compiler). Bundle of Troubles and Other Tar Heel 
 Tales. Durham: Duke University Press. 1943. $2.50. 
 
 A group of North Carolina folk tales collected by W.P.A. writers 
 from people visited in various places throughout the State. 
 
 Hibbard, Addison. (Editor) Stories of the South. Chapel Hill: U. N. C. 
 Press. 1931. $1.25. 
 
 Twenty-seven stories chosen from the field of Southern short story 
 literature. 
 
 House, Robert B. Miss Sue and the Sheriflp. Chapel Hill: U. N. C. Press. 
 1941. $1.95. 
 
 Sketches in the boyhood life of a Halifax county lad who is now 
 Chancellor of the University of North Carolina at Chapel Hill. 
 
 Hughes, Hatcher. Hell Bent for Heaven. A play in three acts. New York: 
 Samuel French. 1928. 75«J. 
 
 James, Marquis. The Courageous Heart. Indianapolis: Bobbs-Merrill. 
 1934. $1.00. 
 
 An interesting biography of one of the presidents born in North 
 Carolina — Andrew Jackson. 
 
 Johnson, C. H. North Carolina in Rhyme. Winston-Salem: Union Pub- 
 lishing Co. 1911. Out of print. 
 
 North Carolina history told in rhyme. Grade 5 and above. 
 
 Johnson, Gerald W. By Reason of Strength. New York: Minton. 1930. 
 Out of print. 
 
 A novel with a Cape Fear setting. 
 
 Key, Alexander. With Daniel Boone on the Caroliny Trail. Philadelphia: 
 
 Winston. 1941. $2.00. 
 
 An interesting story of Daniel Boone's travels in the Yadkin 
 Valley of North Carolina and westward into Kentucky. 
 
 Knox, Rose B. Gray Caps. Garden City, N. Y. : Doubleday. 1932. $2.00. 
 Life in and around Raleigh during the Civil War. High School. 
 
 Marty and Company. Garden City, N. Y.: Doubleday. 1933. Out 
 
 of print. 
 
 Life on a modern Carolina farm. Grammar grades. 
 
Suggestions for Teaching the Social Studies 109 
 
 Koch, Frederick H. Carolina Folk Plays. New York: Holt. 1928. One 
 volume edition, $2.33. 
 
 North Carolina folk plays, some by North Carolina writers. Useful 
 in high school dramatics courses. 
 
 McNeill, John Charles. Lyrics from Cotton Land. Chapel Hill: U. N. C. 
 Press. 1922. Out of print. 
 
 Songs, Merry and Sad. Chapel Hill: U. N. C. Press. 1932. $1.00. 
 
 Oertel, Theodore Eugene. Blackboard's Treasure. New York: Crowell. 
 
 Out of print. 
 
 A tale of the famous pirate, Captain Teach. 
 Page, Thomas Nelson. Two Little Confederates. New York: Scribner's. 
 
 1927. 
 
 Porter, William Sydney (O'Henry). The Four Million. Garden City, 
 N. Y.: Doubleday. 190 6. 
 
 A volume of short stories by a Greensboro boy who became one of 
 the world's great short story writers. This and other volumes by 
 the same author, such as Heart of the West, contain short stories 
 suitable for reading aloud to the class. 
 
 Pugh, Mabel. Little Carolina Blue Bonnet. New York. Crowell. Out 
 of print. 
 
 A story of a little Carolina girl in a small town. Fourth grade. 
 
 Stillman, Albert R. Drums Beat in Old Carolina. Philadelphia: Winston. 
 1939, $1.50. 
 
 A thrilling story which takes place during the Regulation in 
 North Carolina. 
 
 Stockard, Jerome Henry. Poems. Raleigh: Bynum Printing Co. 1939. 
 $1.50. Postpaid. 
 
 A collection of poems by an outstanding native poet. Contains four 
 North Carolina Poems — Sir Walter Raleigh, Hatteras, John Henry 
 Bonner, The Spirit of Vance. 
 
 Vollmer, Lula. Sun-Up. A play in three acts. New York: Coward Mc- 
 Cann. 1924. $2.00. 
 
 Walser, Richard G. North Carolina Poetry. Richmond: Garrett and 
 Massie. 1941. $3.00. 
 
 An anthology of North Carolina poetry. Biographical sketches of 
 poets represented. 
 
 Wood, Charles. First, the Fields. Chapel Hill: U. N. C. Press. 1941. 
 
 $2.50. 
 
 A farm novel with a setting in the tobacco country. A picture of 
 what happened to tobacco growers during the Depression. 
 
 Worth, Kathryn. The Middle Button. Garden City, N. Y.: Doubleday. 
 1941. $2.00. 
 
 The story of a girl who wanted to be a doctor. Cape Fear River 
 setting in the 1880's. 
 
 They Loved to Laugh. Garden City, N. Y.: Doubleday, 1942. 
 
 $2.00. 
 
 A story about a Quaker family in Guilford County in the 1830's. 
 
110 Studying the State of North Carolina 
 
 V. Maps and Charts 
 
 Desk Outline Maps 
 
 Political North Carolina. SVz x 11 inches. Indianapolis: George F. 
 Cram. 14 each. 
 
 Political North Carolina. Identification map showing county and town- 
 ship boundaries without names, 1940. 10% x 16 inches. Neg. 42374- 
 A. Washington: Bureau of Agricultural Economics, United States 
 Department of Agriculture. Free. 
 
 Political North Carolina. 8% x 11 inches. County boundaries with 
 names. Raleigh: Division of Publications, State Department of 
 Public Instruction. l<f each. 
 
 Political North Carolina. Boundaries with names, 1940. 10% x 16 
 inches. Neg. 42374-B. Washington: Bureau of Agricultural Eco- 
 nomics, United States Department of Agriculture. Free. 
 
 North Carolina. Minor Civil Divisions, 1940. Scale: 30 mi. = 2. 6 in. 
 20 X 45 inches. (Census Bureau). Superintendent of Documents, 
 Washington 25, D. C. 15^. 
 
 Road Maps 
 
 Commercial Maps of North Carolina. Distributed free by leading service 
 stations. The one currently distributed by the Standard Oil Co. has 
 a pictorial map on the reverse showing places of historic and geo- 
 graphic interest. 
 
 North Carolina Highvrays. About 18 x 40 inches. Published annually. 
 Shows State highways, waterways, national parks, forests. State 
 parks, Indian and military reservations. Printed in colors with North 
 Carolina scenes on reverse. Raleigh: State Highway and Public Works 
 Commission. Free to teachers. 
 
 Social Science Maps 
 
 North Carolina Social Science Maps. (Edited by A. R. Newsome). A 
 set of 10 wall maps for classroom use. Chicago: Denoyer-Geppert. 
 1938. $22.00. Mounted on tripod. 
 
 Wall Maps 
 
 Maps of North Carolina approved by the State Department of Public 
 Instruction for accredited schools. 
 George F. Cram Co., Indianapolis. 
 
 CST46. Political. Markable, washable finish. Size 60 x 40 inches. Spring 
 roller and board mounting, |12.00. 
 
 CU46. Unlettered Outline. Size 60 x 40 inches. Wood rods, top and 
 bottom, $6.30. 
 
 Denoyer-Geppert Co., Chicago. . 
 
 S132. Political. Size 52 x 26 inches. Spring roller and board mounting, 
 
 $8.25. 
 
Suggestions for Teaching the Social Studies 111 
 
 NC 9-10. Two maps, one political, one physical-political, mounted on 
 one roller. Size 44 x 64 inches. Spring roller and board mounting, 
 $8.50. (These are maps 9 and 10 from the Newsome Series of North 
 Carolina Social Science Maps.) 
 RS132. Slated. Size 64 x 50 inches. Wood rods, top and bottom, $6.00. 
 
 A. J. Nystrom & Co., Chicago. 
 
 NS132. Political. Size 52 x 36 inches. Spring roller and board mount- 
 ing, $8.50. 
 EB132. Slated. Size 54 x 30 inches. Wood rods, top and bottom, $6.50. 
 
 Rand McNally & Co., Chicago. 
 
 XN 32. Political. Size 60 x 40 inches. Spring roller and board mounting, 
 
 $10.75. 
 
 BB32. Slated. Size 66 x 46 inches. Wood rods, top and bottom, $6.75. 
 
 Weber Costello Co., Chicago Heights, 111. 
 
 N.C. State. Political. Size 52 x 26 inches. Spring roller and board 
 mounting, $10.00. 
 
 N.C. State. Slated. Size 60 x 50 inches. With county outlines. Wood 
 rods, top and bottom, $7.00. 
 
 Miscellaneous Maps 
 
 List of Publications. Raleigh: Department of Conservation and 
 Development. Note section on maps, which lists North Carolina maps 
 showing various features such as physiographic regions, mean annual 
 temperatures, rainfall, drainage, railroads, etc., at prices ranging 
 from 10<f to $1.00. 
 
 A Map of North Carolina for Nature Lovers. Printed in colors; illus- 
 trated; suitable for framing. Published by the Garden Club of North 
 Carolina. Apply to Mrs. R. L. Butner, Arbor Rd., Winston-Salem. 
 $2.00 each, or $1.60 each in lots of twelve or more. The price includes 
 a manual containing several articles by prominent North Carolina 
 naturalists and writers on the flora, fauna, and history of the State. 
 
 Chart Showing Origin of North Carolina Counties. By D. L. Corbitt and 
 L. Polk Denmark. Raleigh: State Departmen tof Archives and His- 
 tory. 1940. Free. Shows forrnation of counties from earlier 
 political subdivisions giving date for each county. 
 
 VI. Miscellaneous Materials 
 
 North Carolina Flags 
 
 See latest 
 
 Division 
 
 of Purchase and Contract Certificate 
 
 No. 
 
 251, FLAGS. 
 
 Contractor and prices on the contract 
 
 cancellable 
 
 October 
 
 1, 1946, were 
 
 as follows: 
 
 
 
 
 
 
 
 
 Louis E. Stiltz and Bro. Co. 
 
 
 
 
 
 
 155 N. Fourth St. 
 
 
 
 
 
 
 
 Philadelphia, Pa. 
 
 
 
 
 
 Size 
 
 
 Type I 
 
 Type II 
 
 
 
 Type in 
 
 2'x3' 
 
 
 $2.22 
 
 $2.94 
 
 
 
 $4.20 
 
 3'x5' 
 
 
 4.50 
 
 5.10 
 
 
 
 7.10 
 
 4'x6' 
 
 
 6.00 
 
 8.40 
 
 
 
 11.40 
 
 5'x8' 
 
 
 8.40 
 
 11.90 
 
 
 
 15.90 
 
 6' X 10' 
 
 
 11.40 
 
 16.80 
 
 
 
 
 8'xl2' 
 
 
 16.80 
 
 25.20 
 
 
 
 
 
112 
 
 Studying the State of North Carolina 
 
 NoBTH Carolina Songs 
 
 The Old North State. (Official State Song) See p. 126 of this bulletin. 
 
 no! For Carolina. See pp. 127-129 of this bulletin. 
 
 Carolina Moon. By Benny Davis and Joe Burke. Edwin H. Morris and Co., 
 
 1619 Broadway, New York, N. Y. 
 Carolina in the Morning. By Kahn and Donaldson. Jerome H. Remick and 
 
 Co., New York, N. Y. 
 
 Photographs 
 
 Bynum Printing Co., Raleigh. North Carolina Vieio Book. Copyright 1943. 
 $1 postpaid. Sixty-five photographs of scenes in North Carolina re- 
 produced in half-tone; 11 by 14 inches in size. 
 
 Wootten-Moulton, photographers. Chapel Hill. Photographs. Art prints 
 and documentary photographs of the Seacoast, Coastal Plain, Piedmont 
 and Mountain sections of the State are available. Write for prices. 
 
 Motion Pictures, Lantern Slides, Etc. 
 
 Bureau of Visual Instruction, Extension Division, University of North 
 Carolina, Chapel Hill. Ask for free catalog containing descriptive list 
 of films and slides. One 16 mm. motion picture circulated by the Bureau 
 is especially recommended: 
 
 North Carolina: Yar'ety Vacationland. 40 minutes — sound — color. 
 Sent free with a paid order, otherwise 60 (f for handling and postage. 
 Film covers recreational, scenic and historical features of the 
 Coast, the Coastal Plain, the Piedmont, and the Mountains. 
 
 VIII. Materials From State Agencies 
 
 Note 
 
 In making request for free materials, please send 
 only one letter for the class as a ivhole. If a pupil, or 
 committee of pupils, writes the letter, it should de 
 checked and signed by the teacher. In most instances 
 only one copy of a free publication is available for a 
 class. If there is a good reason for requesting more 
 copies, the teacher should lorite, explaining the use 
 that will be made of them. 
 
 Libraries. 
 
 1. State Library (Raleigh). No books are circulated. A wealth of 
 material is available to teachers who are near enough to visit Raleigh 
 and use the material in the library reading room. 
 
 2. North Carolina Library Commission (Raleigh). The Commission 
 circulates travelling libraries within the State where library service is 
 otherwise unavailable. Transportation to and from Raleigh must be 
 borne by the borrower. A limited number of books on North Carolina 
 may be obtained through local public libraries by schools which make 
 request and pay transportation charges to and from Raleigh. 
 
 The North Carolina Library Commission also maintains a file of 
 pamphlets and newspaper clippings relating to the State. The topics 
 
Suggestions for Teaching the Social Studies 113 
 
 cover a wide range — from early history to present day activities. The 
 articles may be borrowed for a period of three weeks and renewed for 
 a similar period. As very little can be duplicated in case of loss, careful 
 handling is essential. The only expense is postage to and from Raleigh. 
 When requesting pamphlet material, please send ten cents in stamps; 
 any extra postage will be returned in the package. 
 
 3. University of North Carolina Library (Chapel Hill). The North Caro- 
 lina room in the University library contains the largest collection of 
 North Carolina material in existence. Books are circulated primarily 
 to regularly enrolled students, but the services of the library are avall- 
 ble to others. Whenever possible it is advisable to do research and 
 study within the library. Limited material is available for circulation 
 through the University Extension Library. 
 
 4. North Carolina State College Library (Raleigh). The library will 
 lend material on agricultural and technical subjects which is not 
 available from the Library Commission and the University Extension 
 Library. Publications of the N. C. Agricultural Extension Division 
 and the Agricultural Experiment Station may be obtained from Mr. 
 Frank H. Jeter, editor. Agricultural Publications, N. C. State College, 
 Raleigh. 
 
 State Departments, Commissions, Etc. 
 
 Biennial reports and other publications are issued by various State 
 agencies. Some of these are useful in the study of certain phases of 
 North Carolina life. Teachers interested in material of this nature 
 should write directly to Raleigh to the department from which information 
 is desired. Among the State agencies are: 
 
 Department of Agriculture State Board of Health 
 
 State Museum, Department Department of Conservation 
 
 of Agriculture and Development 
 
 Department of Labor State Board of Public Welfare 
 
 Department of Revenue Department of Archives and 
 Highway Safety Division, History 
 
 Department of Motor Vehicles State Superintendent of Public 
 State Highway and Public > Instruction 
 
 Works Commission 
 
APPENDIX 
 
 STATISTICAL DATA AND OTHER FACTUAL INFORMATION 
 ABOUT NORTH CAROLINA 
 
 Size 
 
 Area 52,426 square miles, 3,686 of which are under water. 
 
 Total land area 31,490,560 acres. 
 
 Extreme length, east to west 503 miles. 
 
 Extreme width, north to south 188 miles. 
 
 Average width, approximately 100 miles. 
 
 Frontage on Atlantic Ocean, approximately. — 300 miles. 
 
 Rank in size among the 48 states 27th. 
 
 Geographic Divisions 
 
 The fall line, running roughly parallel to the coast through Northampton, 
 Halifax, Warren, Franklin, Wake, Lee, Moore, Richmond, and Anson counties, 
 divides the State into two approximately equal parts. East of this line are 
 the tidewater and western coastal plain areas; west of the line are the Pied- 
 mont and Mountain sections. The Sandhills region, a more or less distinct 
 geographic division of probable marine origin, extends along the fall line from 
 Lee County into South Carolina. Approximate areas: 
 
 Tidewater - 7,000,000 acres. 
 
 Western Coastal Plain 7,000,000 acres. 
 
 Piedmont -11,000,000 acres. 
 
 Mountain 6,000,000 acres. 
 
 Included in these figures is the Sandhills region of about 1,000,000 acres, 
 located largely in the Western Coastal Plain section. 
 
 Elevations 
 
 Topographically North Carolina is a vast inclined plane extending from 
 the crest of the Appalachian Mountains in the west to sea level in the east. 
 The transition from the Mountain region to the Piedmont is somewhat abrupt, 
 the drop in altitude being approximately 1,500 feet in the space of a very few 
 miles. The Piedmont descends gradually toward the east, having an average 
 elevation of 500 feet in the central portion. The Coastal Plain descends 
 gradually to the coast at the rate of about one foot to the mile. Representative 
 city elevations are: 
 
 Waynesville - - 2,637 feet 
 
 Asheville _. 2,208 feet 
 
 Morganton 1,181 feet 
 
 Statesville _____ 925 feet 
 
 Greensboro _ 839 feet 
 
 Raleigh 362 feet 
 
 Tarboro _-__ ___ 52 feet 
 
 Camden ___ 10 feet 
 
 The mountain area contains many peaks more than 6,000 feet in height, 
 including Mt. Mitchell (6,684 feet), the highest point east of the Mississippi 
 River. Forty-three peaks are over 6,000 feet high, among them: 
 
116 Studying the State of North Carolina 
 
 Clingman's Dome -...6,660 feet 
 
 Mount Guyot ...6,636 feet 
 
 Black Dome 6,502 feet 
 
 Blackstock's Knob 6,378 feet 
 
 Richland Balsam 6,370 feet 
 
 Roan -6,287 feet 
 
 Amos Piatt's Balsam .6,278 feet 
 
 Deer Mountain ...6,233 feet 
 
 Reinhardt 6,106 feet 
 
 Big Craggy ......6,068 feet 
 
 There are 82 peaks between 5,000 and 6,000 feet, among them Grandfather 
 (5,946), Pisgah (5,749), and Wayah Bald (5,400). 
 
 Climate 
 
 Annual mean temperatures: 
 
 Spring Summer Autumn Winter Tear 
 
 Coastal Plain 60 77 63 44 62 
 
 Piedmont 59 77 60 42 60 
 
 Mountain 54 71 56 38 55 
 
 State 58 75 60 42 59 
 
 Normal average rainfall for the State: 50 inches. Distribution of rainfall 
 
 by seasons: Spring, 11.9 in.; summer, 16.9 in.; autumn, 9.7 in.; winter, 
 11.5 in. 
 
 Factors affecting climate : 
 
 (1) Latitude: 34° to 36°, 31' north (approximately that of the Mediter- 
 ranean area). 
 
 (2) Altitude: The high mountains of western North Carolina act as a 
 barrier against the cold winds from the northwest and protect the Piedmont 
 against all but the more severe cold waves. The high altitude of Western 
 North Carolina makes this region cooler in summer and especially attractive 
 as a resort center. 
 
 (3) The ocean: Much of North Carolina is near the Atlantic Ocean 
 and consequently the temperature of the eastern portion is tempered, both in 
 summer and winter, by the more constant temperature of such a large body 
 of water. Pamlico, Albemarle, and numerous other sounds also help to bring 
 cooler summer weather and warmth in winter. The Gulf Stream, 11 miles 
 off Cape Hatteras and 35 to 50 miles off shore at other points, probably affects 
 land temperatures to some extent, although the prevailing winds are from the 
 southwest or northeast. 
 
 Population 
 
 1940 : 3,571,623 
 
 Rural 2,597,448 
 
 Urban . 974,175 
 
 N. C. population increase, 1930-1940 .12.7% 
 
 National increase, same period 7.2% 
 
 Rank among the 48 states 11th 
 
 Per cent of population classed as rural, 1940 . _ 72.7 
 
 Per cent of population classed as urban, 1940 .27.3 
 
 Per cent of white population, 1940 71.9 
 
 Major elements composing the original population: 
 
 1. Anglo-Saxon, or English 4. German 
 
 2. Scotch Highlanders 5. Negro 
 
 3. Scotch-Irish 6. Indian 
 
Suggestions for Teaching the Social Studies 
 
 117 
 
 Manufacturing 
 
 (Census of Manufactures: 1939) 
 
 Numher 
 Number of Wage 
 Group or Industry of Earners Wages Value of 
 
 Establish- (Average Product 
 
 ments for Year) 
 
 1. Food and kindred products.... 636 6,145 $ 4,927,600 $ 62,733,084 
 
 2. Tobacco manufactures 10 15,375 13,878,525 532,439,765 
 
 (Cigarettes) 
 
 3. Textile-mill products and 
 
 other fiber manufactures .... 690 180,381 130,183,780 533,902,359 
 
 4. Apparel and other finished 
 
 products made from fabrics 
 
 and similar materials 37 5,199 2,279,248 14,505,397 
 
 5. Lumber and timber 
 
 basic products 777 17,032 8,994,996 41,760,321 
 
 6. Furniture and finished 
 
 lumber products 223 20,880 14,191,801 59,739,946 
 
 7. Paper and allied products 32 3,030 3,310,296 21,227,561 
 
 8. Printing, publishing & 
 
 allied industries 270 2,255 2,670,198 13,800,913 
 
 9. Chemicals and allied products 148 3,381 2,029,197 32,697,583 
 
 10. Leather and leather products . 12 960 790,724 9,788,988 
 
 11. Stone, clay, & glass products.. Ill 3,276 1,704,783 10,683,551 
 
 12. Iron & steel & their products, 
 
 except machinery 29 594 571,848 3,778,710 
 
 13. Nonferrous metals & 
 
 their products 6 35 28,718 435,924 
 
 14. Machinery (except electrical) 93 1,191 1,402,543 6,058,097 
 
 15. Automobiles & 
 
 automobile equipment 9 376 310,149 1,740,054 
 
 16. Transportation equipment 
 
 except automobiles 6 227 95,502 493,397 
 
 17. Miscellaneous industries 136 9,870 11,919,592 75,543,928 
 
 Totals— All Industries ...3,225 270,207 $199,289,500 $1,421,329,578 
 
 North Carolina ranks first in the nation in the manufacture of tobacco, 
 cotton, textiles, and in the production of wooden dining-room and bedroom 
 furniture. The State has the largest hosiery mill, towel factory, overall plant, 
 diversified pulp mill, rayon fabricator, cordage and twine mill, hand-weaving 
 establishment, denim mill, damask mill, underwear factory, in the world; 
 second largest reduction plant in the world ; and one of the largest pulp paper 
 mills and rayon mills in the United States. 
 
 Agriculture 
 
 Number af farms, 1940 . 278,276 
 
 Total acreage of farm lands, 1940 18,845,000 
 
 Acres harvested, 1940 6,125,000 
 
 Total value of farm property, 1940 $736,708,000 
 
 Value of crops, 1942 .$439,395,000 
 
 Value of livestock, including poultry, 1944 $169,307,000 
 
 Rank of North Carolina among the 48 states in 
 
 (a) Value of farm crops, 1940 7th 
 
 (b) Gross agricultural income, 1940 5th 
 
 (c) Cash income from agriculture, 1940 ...3rd 
 
 Average acres per farm, 1940 ...67.7 
 
 Average acres harvested per farm, 1940 ..22.0 
 
lis Studying the State of North Carolina 
 
 Major cash crops 
 
 1. Tobacco, 1942 545,600 acres 
 
 2. Cotton, 1942 -- - 846,000 acres 
 
 3. Corn, 1942 -_. - .- -2,296,000 acres 
 
 4. Peanuts, 1942 - - - 266,000 acres 
 
 Commercial truck farming averages per year, 
 
 approximately _ 218,000 acres 
 
 Peach, apple, and pecan trees of bearing age number about 5,000,000 
 
 Forest Resources 
 
 In 1943 the total forest land in the State was estimated at 18,399,800 
 acres, or about 59% of the total land area. Only five states have larger 
 forest areas than North Carolina. Of the total forest land the State owns 
 203,300 acres and the federal government 1,415,600 acres. Fire pro- 
 tection is provided for about 12 million acres. Total uncut virgin timber 
 is estimated at 714,700 acres. 
 
 Chief commercial species: Loblolly pine, short leaf pine, red oak, sweet- 
 gum, white oak, tupelo, yellow poplar, longleaf pine, cypress, white pine, 
 and hickory. 
 
 The primary forest products industries manufacture $55,000,000 worth 
 of products each year and employ about 20,000 people. 
 
 Mineral Resources 
 
 The thirty-year average annual value of mineral products is $8,594,700. 
 In the number of native minerals the State ranks first in the Union, 28 9 
 species and sub-species of minerals having been identified. The State 
 ranks thirty-third in annual value of minerals produced, the low rank being 
 due in part to the lack of large deposits of commercial value and in part to 
 lack of development of known deposits. The State leads the country in 
 production of feldspar, mica, and residual white clays. Granite is an im- 
 portant mineral resource, the State containing the largest open-face granite 
 quarry in the world. Other mineral resources include coal, iron, quartz, 
 spodumene, tungsten, molybdenum, olivine, and pyrophyllite. The manu- 
 facture of ethyl-dibromide from sea water at Wilmington is an important 
 extractive industry in the State. 
 
 Water Resources 
 
 An average annual rainfall of approximately 50 inches throughout the 
 year provides an abundance of surface water for industrial, municipal, and 
 domestic use, and makes possible the State's rank near the top among the 
 states in water power and hydro-electric development. The chemical 
 composition of waters from most sections of the State is suitable for manu- 
 facturing and processing. 
 
 Water Povper, 1942 
 
 North Carolina ranks sixth among the forty-eight states in amount o£ 
 hydro-electric power developed, and fourteenth in total electric power 
 produced, including hydro, steam, and all other kinds. 
 Electric power plants: 
 
 Hydro (Capacity 870,000 horsepower) . - 51 
 
 Steam (Capacity 860,000 horsepower) 21 
 
 Other types (Capacity 14,000 horsepower) — - 11 
 
 Total number of plants 83 
 
Suggestions for Teaching the Social Studies 119 
 
 Fish and Shellfish Resources, 1942 
 
 The Coastal Region of North Carolina, with its many rivers, its large 
 sounds of fresh, brackish, and salt water, its seashores, bights, and off- 
 shore banks, is noted for its wealth of fish, shellfish, and other marine 
 life. 
 
 Kind, quantity and value of fish in waters of North Carolina: 
 
 Kind of Fish Quantity Value 
 
 Food fish, 24 species 43,091,000 lbs. $1,702,500 
 
 Shrimp 2,073,579 lbs. 87,090 
 
 Menhaden, number : 233,394,000 1,166,970 
 
 Total value of fin fish $2,956,560 
 
 Shellfish: 
 
 Oysters -- 210,150 bu. $ 84,060 
 
 Clams 98,318 bu. 147,477 
 
 Escallops 2,819 gals. 5,637 
 
 Soft shell crabs 57,821 doz. 57,921 
 
 Hard crabs 4,500,000 lbs. 90,000 
 
 Diamond-back terrapin 1,000 lbs. 200 
 
 Total value of shellfish $385,295 
 
 The annual catch of all commercial fish represents a total value of 
 $3,341,855 and employes approximately 12,000 workers. 
 
 Species of Fish: 
 
 Salt or brackish water species 209 
 
 Fresh water species — 125 
 
 Anadromous (salt and fresh water species) 11 
 
 Total species of fish available in N. C. waters 345 
 
 Transportation 
 Roads : Mileage 
 
 Total 60,461 
 
 Hardsurfaced -- 11,338 
 
 State maintained 49,123 
 
 Railroads: 
 
 Main trackage — - - - 4,000 
 
 Air routes: 
 
 Several mail and passenger air routes are operating through 
 the State. 
 
 Water : 
 
 Deep sea ports of entry are located at Wilmington and Morehead 
 City. In 1941, the last representative year of commercial shipping, 
 2,819,088 tons were handled through the Wilmington port. 
 
 Public Education, 1943-1944 
 
 Total number of school units __.. 4,492 
 
 Elementary ._ ____ 3,512 
 
 Secondary 980 
 
 Total number of pupils enrolled — 833,615 
 
 Elementary '. 699,965 
 
 Secondary 133,650 
 
 Number of teachers and principals 25,929 
 
 Elementary ___ , 19,756 
 
 Secondary 6,173 
 
120 
 
 Studying the State of North Carolina 
 
 Value of school property __.$128,895,790 
 
 School busses operated .___. 4,826 
 
 Number of pupils transported dally _ 311,059 
 
 Transportation annual cost per pupil _- $8.66 
 
 Expenditure from State nine months school fund $36,968,749 
 
 North Carolina ranks second among the states in the number of pupils 
 transported daily and fifth in the proportion of state aid provided for financing 
 the school program. 
 
 The State provides six institutions of higher learning for white students, 
 five for Negroes, and one for Indians. Among denominational and other 
 
 Old Well and South Building, U.N.C. 
 
 private colleges there are sixteen four-year colleges and nineteen junior 
 colleges for white students, and five four-year colleges and three junior col- 
 leges for Negroes. There are thirty-five licensed business schools and 
 colleges. 
 
 Recreation and Resorts 
 
 North Carolina is richly endowed with resort resources. Between the 
 extremes of the high mountains of the western part of the State and the 
 seacoast there is a variety of climatic, scenic, and historic attractions which 
 make possible summer, winter, and year-round resorts. The tourist 
 business has become one of the State's major sources of income. 
 Numerous recreational areas have been set up by State and Natonal park 
 services. 
 
Suggestions for Teaching the Social Studies 121 
 
 Estimated number of visitors, 1943 1,500,000 
 
 The State maintains nine parks: 
 
 1. Fort Macon, Carteret County - 500 acres 
 
 2. Pettigrew Memorial Park, 
 
 Washington County 200 acres 
 
 3. Morrow Mountain, Stanly County 4,135 acres 
 
 4. Hanging Rock, Stokes County — 3,865 acres 
 
 5. Rendezvous Mountain, Wilkes County 142 acres 
 
 6. Mount Mitchell, Yancey County 1,224 acres 
 
 7. Cape Hatteras, Dare County 1,200 acres 
 
 8. Crabtree Creek, Wake County ...-5,120 acres 
 
 9. Cliffs of the Neuse, Wayne County 321 acres 
 
 The outer banks from Ocracoke Inlet north to Knott's Island have been 
 designated as Cape Hatteras National Seashore. This area contains Fort 
 Raleigh on Roanoke Island, birthplace of Virginia Dare, and Kill Devil 
 Hill near Kitty Hawk, birthplace of aviation. 
 
 State-owned lakes being developed for recreation: Phelps (Washing- 
 ton-Tyrrell counties). Alligator (Hyde), White (Bladen), and Waccamaw 
 (Columbus). 
 
 In the Sandhills an area of some 64,000 acres in Richmond and Scot- 
 land counties which has been leased by the FSA to the State contains 
 recreational centers at Indian Camp (near Hoffman) and Millstone Rocks. 
 Millstone Camp for club operation is unique in that it is built around 
 an outcropping of large granite boulders which formerly were used to cut 
 burrs for mills to be used in grinding grain. At Bladen Lake Forest Area 
 are several developed recreational areas. Singletary Lake is now used as 
 a group camp site with complete equipment of cabins, recreation and 
 dining hall, infirmary, craft building, and utilities of pumping plant and 
 generator for lighting facilities. Boats for the lake and extensive bathing 
 facilities make this area very popular. Jones Lake (for Negroes) is the 
 finest recreation area of its kind in the South. This area is well equipped 
 with a modern bathhouse, concession stand, bathing piers and boats with 
 picnic shelters, fireplaces, and toilet facilities. 
 
 The water areas at White Lake and Lake Waccamaw are under the 
 supervision and control of the State Department of Conservation and 
 Development. 
 
 Crabtree Creek Recreational Area near Raleigh consists of approximately 
 5,000 acres, contains four group camps, three for white and one for 
 Negroes, which are intensively used during the summer season and 
 occasionally during the spring, fall, and winter. These camps are com- 
 pletely equipped with cabins, dining hall, administration facilities, bathng 
 docks, boats, and carefully inspected drinking water. This area also in- 
 cludes a number of picnic areas which are receiving extensive use by the 
 public. 
 
 In addition to the Cape Hatteras National Seashore the State contains 
 the eastern half of the Great Smoky Mountains National Park. 
 
 National forest preserves in the State are the Natahala, Pisgah, and 
 Cherokee in the Mountain section, the Uwharrie in the Piedmont, and the 
 Croatan in the Coastal Plains section. 
 
 Commercial seacoast summer resorts provide for recreation at Manteo, 
 Nags Head, Ocracoke, Atlantic Beach, Wrightsville Beach, Carolina Beach, 
 and elsewhere along the coast. 
 
122 Studying the State op North Carolina 
 
 In the Sandhills winter resorts of national importance are found at 
 Pinehurst and Southern Pines; Tryon, located in the iso-thermal belt at 
 the foot of the Applachians, attracts visitors the year round. 
 
 Summer resorts are numerous in western North Carolina, centering 
 around Asheville. Blowing Rock, Linville, Little Switzerland, Lake Lure, 
 Highlands, and many other places in the "land of the sky" afford excellent 
 opportunities for the tourist and vacationist. 
 
 CHRONOLOGY OF NORTH CAROLINA 
 
 Year Event 
 
 1524 Verrazano, French explorer, reaches mainland of North America 
 and touches several places in what is now North Carolina. 
 
 1584 Amadas and Barlowe voyage to Roanoke Island, returning to Eng- 
 
 land with a glowing account of the new land. 
 
 1585 Grenville-Lane expedition to establish Raleigh's first colony. 
 
 1586 Sir Francis Drake rescues Governor Lane's colonists, and the first 
 
 attempt at settlement fails. 
 
 1587 Governor John White lands at Roanoke with Raleigh's second 
 
 colony. Birth of Virginia Dare (August 18), first child born of 
 
 English parents in America. 
 
 White returns to England for supplies. 
 1589 White returns to Roanoke, finding the island deserted and the 
 
 word "Croatan" carved on a tree. A search fails to locate the 
 
 colonists. The second colony becomes known as "The Lost 
 
 Colony." 
 1629 King Charles I of England decrees that the land from Albemarle 
 
 Sound on the north to the St. John's River on the south be called 
 
 "Carolina" from the Latin version, "Carolus," of his own name. 
 1660 George Durant and others from the Virginia Colony move south to 
 
 settle in what is now North Carolina. 
 1663 Charles II of England grants a charter to the Lords Proprietors, 
 
 giving permission to colonize Carolina. 
 16 64 Lords Proprietors select William Drummond as first governor of 
 
 Carolina. 
 1665 First Albemarle Assembly. 
 170 6 Bath, first town in North Carolina, chartered. 
 
 1710 Settlement of New Bern by Swiss and Germans under Baron de 
 
 Graffenried. 
 
 1711 Massacre of the whites by the Indians along the Neuse River. 
 The Gary Rebellion. 
 
 1713 Charles Eden appointed Governor. 
 1718 Blackboard, the pirate killed. 
 
 1722 Edenton incorporated. 
 
 1723 Settlement of the Cape Fear region. 
 Beaufort established 
 
 1725 Town of Brunswick established. 
 
 Orton plantation purchased by Maurice Moore. 
 
 Boundary line between Virginia and North Carolina established. 
 1729 Population of the State declared to be 10,000. 
 
 Lords Proprietors relinquish their charter, making North Carolina 
 a Royal Colony. 
 
Suggestions for Teaching the Social Studies 123 
 
 Year Event 
 
 1733 Wilmington established. 
 
 1734 St. Thomas Episcopal Church built at Bath. This is the oldest 
 
 church building now standing in North Carolina. 
 1744 Fort Johnson erected at the mouth of the Cape Fear. 
 1746 Highlanders flee Scotland and settle in the Sandhills region of 
 
 North Carolina. 
 1749 First printing press in North Carolina. 
 1751 First newspaper in the State is published at New Bern. 
 1753 Moravians settle Wachovia. 
 1761 New Inlet to the Cape Fear formed by a violent storm. 
 
 1765 Tryon made governor. 
 
 1766 Resistance to the Stamp Act in the Cape Fear settlements. 
 
 1771 Battle of Alamance. A significant clash between the Carolina 
 frontiersmen and the inhabitants of the eastern part of the 
 colony. 
 
 1774 The Edenton Tea Party. 
 
 1775 Mecklenburg Declaration, May 20. (One of two dates on the State 
 
 flag.) 
 Daniel Boone blazes a trail to Kentucky. 
 
 1776 Battle of Moore's Creek Bridge, first Revolutionary War battle in 
 
 North Carolina (February 27). 
 Halifax Resolves, first State action on independence, April 12. 
 
 (Date on State flag.) 
 Richard Caswell elected first governor after the Declaration of 
 
 Independence. 
 
 1780 Battle of King's Mountain — the turn of the tide in the Revolu- 
 
 tionary struggle. 
 
 1781 Battle of Guilford Courthouse. Patriots under General Greene 
 
 so weaken the forces of Cornwallis that he is forced to discon- 
 tinue fighting in the interior and return to the coast for rein- 
 forcements. 
 178 9 University of North Carolina chartered. 
 
 North Carolina becomes twelfth state to ratify the U. S. Constitu- 
 tion. 
 1790 First Federal census taken. 
 
 North Carolina population found to be 393,751; only Virginia and 
 Pennsylvania had larger populations. 
 1792 City of Raleigh established, named in honor of Sir Walter Raleigh. 
 1816 Archibald D. Murphey reports on education in the State. 
 1825 State Literary Fund established for the purpose of opening public 
 
 schools. 
 18 33 Cornerstone for present Capitol laid. 
 
 United States Mint established at Charlotte. 
 18 3 5 Edward B. Dudley becomes governor, the first to be elected by a 
 
 vote of the people instead of by the State Legislature. 
 18 40 First public schools in the State opened. 
 Present State Capitol building completed. 
 First railroads in the State completed. 
 1852 Calvin H. Wiley elected first State Superintendent of Public In- 
 struction. 
 
124 Studying the State of North Carolina 
 
 Year Event 
 
 1861 North Carolina seceded from the Union. 
 
 1862 William Sydney Porter (O. Henry) born in Greensboro. 
 1865 Attack on Fort Fisher. 
 
 1868 Present State Constitution adopted. 
 
 1875 The State University re-opens after having been closed since the 
 Civil War. 
 
 18 98 North Carolina enrolls three regiments for service in the Spanish- 
 American War. 
 
 1899 First $100,000 appropriation for public schools made. 
 
 1900 Charles B. Aycock elected governor and a campaign started for 
 
 better schools. 
 1903 The first flight in a heavier-than-air machine made anywhere in the 
 
 world by Wilbur and Orville Wright at Kitty Hawk. 
 1908 State-wide prohibition law passed. 
 
 1916 T. W. Bickett elected governor. 
 
 1917 North Carolina National Guard and volunteers enlist for service in 
 
 the World War. 
 
 1918 North Carolinians celebrate the close of the World War. 
 Constitutional amendment provides for a six months school term. 
 
 1920 Cameron Morrison elected governor. 
 
 1921 Legislature votes a 50 million dollar bond issue for building good 
 
 roads and the first $5,000,000 bond issue for a school building 
 loan fund. 
 1924 Angus W. McLean elected governor. 
 
 1927 State Board of Equalization set up to equalize property valuations 
 
 for use as a basis for making a more equitable distribution of the 
 equalization fund. 
 
 1928 O. Max Gardner elected governor. 
 
 1929 Equalization Fund provides State-aid for extension of the school 
 
 term for two months above the constitutional six months in tax 
 districts. 
 
 1932 J. C. B. Ehringhaus elected governor. 
 
 1933 The State assumes financial responsibility for operation of the 
 
 public schools for a minimum term of eight months on State 
 standards of cost. 
 1936 Clyde R. Hoey elected governor. 
 
 Special session of Legislature passes Unemployment Compensation 
 Act; Old Age Pension Law, and creates Unemployment Com- 
 pensation Commission. 
 
 1940 J. Melville Broughton elected governor. 
 
 North Carolina National Guard called up for national defense. 
 
 1941 War declared on Germany and Japan. 
 State begins operation on full wartime basis. 
 
 1942 State expands public school program to include 12 grades. 
 
 1943 Statewide nine months school term provided. 
 
 1944 R. Gregg Cherry elected governor. 
 
 1945 Germany and Japan surrender. 
 
Suggestions for Teaching the Social Studies 125 
 NAME 
 
 In 1629 King Charles of England "erected into a prvince," all the land 
 from Albemarle Sound on the north to the St. James River on the south, 
 which he directed should be called Carolina. The word Carolina is from 
 the word Carolus, the Latin form of Charles. 
 
 STATE NICKNAME — "TAR HEEL" 
 
 When Carolina was divided in 1710, the southern part was called South 
 Carolina and the northern or older settlement was called North Carolina, 
 or the "Old North State." Historians had recorded that the principal 
 products of this State were "tar, pitch and turpentine." 
 
 It was during one of the fierciest battles of the War Between the States, 
 so the story goes, that the column supporting the North Carolina troops 
 was driven from the field. After the battle, the North Carolinians, who had 
 successfully fought it out alone, were greeted from the passing derelict 
 regiment with the question : "Any more tar down in the Old North State, 
 boys?" Quick as a flash came the answer: "No; not a bit; old Jeff's 
 bought it all up." "Is that so; what is he going to do with it?" was asked. 
 "He is going to put it on you'ns heels to make you stick better in the next 
 fight." Creecy relates that General Lee, hearing of the incident, said: 
 "God bless the Tar Heel boys," and from that they took the name. — 
 Adapted from Grandfather' s Tales of North Carolina by R. B. Creecy and 
 Histories of North Carolina Regiments, Vol. Ill, by Walter Clark. 
 
 STATE MOTTO 
 
 Nearly every State has adopted a motto, generally in Latin, for the 
 reason that Latin is more condensed and terse than English. The motto 
 of North Carolina, "Esse Quam Videri" means "to be rather than to seem." 
 It is found in Cicero's essay De Amicitia, XXVI, where he says, "Virtute 
 enim ipsa non tarn multi praediti esse videri quam volunt," meaning when 
 translated literally, "for indeed not so many wish to be endowed with virtue 
 as wish to seem to be." 
 
STATE SONG 
 
 By an act of the General Assembly of 1927, the song known as "The Old 
 North State" was legally adopted as the official song of the State of North 
 
 THE OLD NORTH STATE 
 
 (Traditional air as sung in 1926) 
 
 William Gaston 
 With spirit 
 
 Collected and arranged 
 BY Mrs. E. E. Randolph 
 
 h ^ J — g- 
 
 : gll^ ' j l^^ ZjA 
 
 \ 
 
 1. Car - o - li - nal Car 
 
 2. Tho' she en - vies not 
 
 3. Then let all those who 
 
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 -^ — *— • 
 
 4=: 
 
 li - na! heav-en's bless-ings at - tend her, 
 oth - ers, their mer - it - ed glo - ry, 
 I'^ve us, love the land that we hve in, 
 
 P 
 
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 ■^r — -r— r^i i i 
 
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 m 
 
 =(^;^.T:t: 
 
 ^i^ai=ta==s=^ 
 
 :Jz=Sz=^ 
 
 While we live we will cher - ish, pro 
 
 Say whose name stands the fore - most, in 
 
 As hap • ny a re - gion as 
 
 ^^— J-J^ ^^C: 
 
 ^fele: 
 
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 1=t: 
 
 
 -r- — \rz:^ 
 
 - tect 
 lib 
 on this 
 
 and de-fend her, Tho' the 
 • er - ty's sto - ry, Tho' too 
 side of heav-euj Where 
 
 
 r- 
 
 fc^^ 
 
 m 
 
 scorn - er may sneer at and wit - lin:^s de - fame her, Still our hearts swell with 
 true to her - self e er to crouch to op - pres-sion. Who can yield to just 
 plen - ty and peace, love and joy smile be - fore us. Raise a.loud, raise to- 
 
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 :t= 
 
 
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 ^ 
 
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 1B=:=I*^ 
 
 ^ 
 
 :d2=: 
 
 S: 
 
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 :q: 
 
 Chorus 
 
 ^ ^ ] 
 
 glad - ness when ev - er we name her. 
 
 rule a more loy - al sub - mis - sion. Hur - rah! 
 
 geth - er the heart thrill - ing cho-rus. 
 
 He=r==£ 
 
 ■.■=t- 
 
 Hur - rah! 
 
 the 
 
 i 
 
 r.- 
 
 :t= 
 
 :N: 
 
 Old North State for - ev - er, Hur - rah! Hur - rah! the good Old North State. 
 
Dr. Wm. B. Harbell 
 
 Moderato .^ 
 
 HO! FOR CAROLINA 
 
 Mrs. W.B. Haerelt. 
 
 1. Let no heart in sor - row weep for oth - cr 
 
 2. Down in Car - o - li - na grows the loft - y 
 
 3. Come to Car - o - H - na, in the sum-mer 
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 Oh! there is no land on earth like this fair land of 
 
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THE STATE FLOWER 
 
 Dogwood 
 
 AN ACT TO ADOPT AN OFFICIAL STATE FLOWER FOR THE STATE 
 OF NORTH CAROLINA. 
 
 Whereas the Dogwood is a radiantly beautiful flower which grows abun- 
 dantly in all parts of this State; and 
 
 Whereas, there is a great demand from all parts of the State that this 
 Legislature adopt an official flower: Now, therefore, 
 
 The General Assembly of North Carolina do enact: 
 
 Section 1. That the Dogwood be, and it is hereby, adopted as the oflicial 
 flower of the State of North Carolina. 
 
 Sec. 2. That all laws and clauses of laws in conflict with this Act are 
 hereby repealed. 
 
 Sec 3. That this Act shall be in full force and effect from and after its 
 ratification. 
 
 From the Public Laws of North Carolina, 1941, Chapter 289. 
 
DOGWOOD 
 
 (Cornus florida L.) " 
 
 THE dogwood, sometimes referred to in books as 
 flowering dogwood, is found growing throughout 
 the State, usually under the larger forest trees. It is 
 a small tree, usually 15 to 30 feet high and 6 to 12 
 inches in diameter, occasionally larger, with a rather 
 flat and spreading crown and short, often crooked 
 trunk. The bark is reddish brown to black and broken 
 up into small 4-sided scaly blocks. 
 
 The leaves are opposite, ovate, 3 to 5 inches long, 
 2 to 3 inches wide, pointed, entire or wavy on the 
 margin, bright green above, pale green or grayish be- 
 neath. 
 
 The flotvers, which unfold from the conspicuous, 
 round, grayish, winter flower buds before the leaves 
 come out, are small, greenish yellow, arranged in 
 dense heads surrounded by large white or rarely pink- 
 ish petal-like bracts, which give the appearance of 
 large spreading flowers 2 to 4 inches across. 
 
 The fruit is a bright scarlet "berry," one-half an 
 inch long and containing a hard nutlet in which are 
 1 or 2 seeds. Usually several fruits, or "berries," are 
 contained in one head. They are relished by birds, 
 squirrels and other animals. 
 
 The wood is hard, heavy, strong, very close-grained, 
 brown to red in color. It is in great demand for 
 cottonmill machinery, turnery handles and forms. 
 One other tree has quite similar wood — the per- 
 simmon. 
 
 The dogwood, with its masses of early spring 
 flowers, its dark-red autumn foliage and its bright- 
 red berries, is probably our most ornamental native 
 tree. It should be used much more extensively in 
 roadside and ornamental planting. 
 
 From Common Forest Trees of North Carolina, p. 71. 
 For additional information about dogwood see Charlotte 
 Hilton Green: Trees of the South, pp. 391-397. 
 
THE LEGEND OF THE DOGWOOD TREE* 
 
 Has nature's garden a more decorative ornament 
 than the flowering dogwood tree, whose spreading 
 branches whiten the woodland borders and hillsides 
 in May, as if an untimely snowstorm had come down 
 upon them; and in autumn, painting the landscape 
 with glorious scarlet, crimson, and gold, dulled only 
 by comparison with the clusters of vivid red berries 
 hidden among the foliage? 
 
 According to the legend, in the time of Christ, the 
 dogwood tree was supposed to have attained the size 
 of the oak and other forest trees, and so strong and 
 firm was the wood of this tree, that it was chosen as 
 the timber for the cross. The trees were greatly 
 distressed at having been chosen for such cruel pur- 
 pose, and Jesus, sensing their regret and pity for His 
 suffering, made this promise : 
 
 "Never again shall the dogwood tree grow large 
 enough to be used for a cross. Henceforth it shall be 
 slender and bent and twisted, and its blossoms shall 
 be in the form of a cross — two long and two short 
 petals. And in the center of the outer edge of each 
 petal there shall be nail prints, brown with rust and 
 stained with blood, and in the center of the flower 
 will be a crown of thorns. 
 
 "All those who see it will remember, it was on a 
 dogwood tree that I was crucified, and this tree shall 
 not be mutilated nor destroyed, but cherished and pro- 
 tected as a reminder of my agony and death upon the 
 cross." 
 
 And so today, upon the hillsides, the dogwood tree 
 grows as the legend promised, its branches slender, 
 bent and twisted, bearing each spring, its snowy 
 blossoms, and each autumn its flaming berries. 
 
 — Walter W. Furniss. 
 
 *From Christ and the Fine Arts, pp. 548-549, by Cynthia Pearl Maus. New 
 York : Harper and Brothers, 1938. pp. 764. 
 
THE OLD NORTH STATE 
 
 A TOAST 
 
 By Mrs. Leonora Monteiro Martin 
 
 [Written for a banquet of the North Carolina Society of Richmond, Virginia, 
 May 20, 1904.] 
 
 Here's to the land of the Long Leaf Pine, 
 The Summer Land, where the sun doth shine ; 
 Where the weak grow strong and the strong grow great- 
 Here's to "Down Home," the Old North State ! 
 
 Here's to the land of the cotton blooms white, 
 Where the scuppernong perfumes the breeze at night. 
 Where the soft Southern moss and jessamine mate, 
 'Neath the murmuring pines of the Old North State ! 
 
 Here's to the land where the galax grows, 
 Where the rhododendron roseate glows ; 
 Where soars Mount Mitchell's summit great. 
 In the "Land of the Sky," in the Old North State ! 
 
 Here's to the land where maidens are fairest, * 
 
 Where friends are the truest, and cold hearts are rarest ; 
 The near land, the dear land, whatever our fate. 
 The blest land, the best land, the Old North State ! 
 
THE STATE SEAL 
 
 The Great Seal of the State of North Carolina is two and 
 one-quarter inches in diameter, and its design is a represen- 
 tation of the figures of Liberty and Plenty, looking towards 
 each other, but not more than half fronting each other, and 
 otherwise disposed as follows: Liberty, the first figure 
 standing, her pole with cap on it in her left hand and a scroll 
 with the word "Constitution" inscribed thereon in her right 
 hand. Plenty, the second figure, sitting down, her right arm 
 half extended toward Liberty, three heads of wheat in her 
 right hand, and in her left the small end of her horn, the 
 mouth of which is resting at her feet, and the contents of 
 horn rolling out. In the exergue is inserted the words "May 
 20, 1775," above the coat of arms. Around the circum- 
 ference is the legend: "The Great Seal of the State of 
 North Carolina," and the motto, "Esse Quam Videri." 
 
INDEX 
 
 Activities, suggested list, 36-37 
 Agriculture, 117-118 
 Areas of living, 46-49 
 Aviation, birthplace of, 8 
 Aycock, Charles Brantley, 4 
 
 Basic resources, 19-20 
 Bird, State, inside back cover 
 Book reviews by pupils, 58-61 
 Booklets, pamphlets, etc., 101-104 
 
 Cardinal, State Bird, inside back 
 
 cover 
 Centers of interest: 
 
 techniques for developing, 31-32 
 
 suggested list, grade VIII, 61-65 
 Chronology, 122-124 
 Church, St. Thomas, 2 
 Civic attitudes, 68 
 Classroom procedures, 29-42 
 Climate, 116 
 Community: 
 
 as starting point, 15 
 
 as laboratory, 17 
 Completion test, 38 
 Concepts: 
 
 general illustrations of, 22 
 
 grade VIII, 61-65 
 Conservation concepts: 
 
 general, 20 
 
 grade VIII, 67 
 Contemporary life, study of, 22 
 Cooperative planning of work, 30-31 
 Correspondence, inter-school, 30 
 Course of study, suggested outlines 
 
 for grades, 46-69 
 
 Desirable outcomes, 57 
 Dogwood, 130-132 
 
 General purposes of social studies, 13 
 Geographic dimensions, 115 
 Geographic influences, 52-53 
 Grade Suggestions: 
 
 I-IV, 49-50 
 
 V, 50-53 
 
 VI, 54-56 
 
 VII, 56-57 
 
 VIII, 57-68 
 
 H.S., 68-69 
 
 Hayes, 12 
 
 High school suggestions, 68-69 
 
 History, centers of interest, grade 
 
 VIII, 61 
 Human resources, 25, 116 
 
 Illustrative units of work, 71-89 
 Interest, stimulation of, 29-30 
 Inter-school correspondence, 30 
 
 Large units of study. Grade VIII, 
 
 topics for, 66 
 Learnings, grades I-IV, 50 
 
 Magazines and periodicals, 104 
 Major concepts, illustrations of, 24-27 
 Manufacturing, 117 
 Maps and charts, 110-111 
 Market house, Fayetteville, 44 
 Matching test, 38-39 
 Materials : 
 
 organization of, 32-34 
 
 list of, 91-113 
 Mineral resources, 118 
 Miscellaneous teaching materials, 111 
 Motion pictures, sources of, 112 
 Motto, State, 125 
 Multiple choice test, 39-40 
 
 Education, 119 
 
 Eighth grade suggestions, 57-68 
 Elevations, 115-116 
 Evaluating work, 37-41 
 Evaluation period, 32 
 
 Fifth grade suggestions, 50-53 
 Fish and shellfish, 119 
 Flag: 
 
 State, inside front cover 
 
 where to purchase, 111 
 Flower, State, 130-132 
 Forest resources, 118 
 Free materials, 91, 112 
 Functions of Social Studies, 20-21 
 Fundamental concepts, development 
 
 of, 22-27 
 
 Name, origin of, 125 
 Natural resources: 
 
 variety of, 9-10 
 
 relation to other resources, 11 
 
 appreciation of, 19-20 
 
 basic concepts concerning use, 20 
 
 richness of, 25 
 Nickname, origin of, 125 
 North Carolina Library Commission, 
 
 91 
 Novels, short stories, poetry, plays, 
 
 etc., 106-109 
 
 Old World contributions to N. C, 54 
 Organization of class, 31-32 
 Orton, 70 
 Outcomes, desirable, grade VII, 57 
 
INDEX (Con.) 
 
 Photographs, where to buy, 112 
 
 Planning period, 31 
 
 Population, 116 
 
 Purposes of studying the State, 13-15 
 
 Rainfall, 116 
 Records of work, 41 
 Recreation and resorts, 120-122 
 Report period, 32 
 Resource-Use Education, 66 
 
 Scope and sequence of program, 45-69 
 
 grades I-IV, 46-47 
 
 grades, V-VIII, 47-49 
 
 detailed suggestions, grades I-XII, 
 49-69 
 Seal, State, 134 
 Sequence of program, 45-69 
 Seventh grade suggestions, 56-57 
 Single answer test, 40 
 Sixth grade suggestions, 54-56 
 Size of State, 25-26, 115 
 Songs: 
 
 Old North State, 126 
 
 Ho! for Carolina, 127 
 Special courses, high school, 68-69 
 Statistical data on State, 115-122 
 
 Testing, 37-41 
 Texts, 91-113 
 
 for grade VIII, 65 
 Toast, Old North State, 133 
 Transportation, 119 
 True-false test, 38 
 Tryon's palace, 114 
 
 Understanding school's community, 15 
 
 Units of work: 
 
 outline for writing up, 41-42 
 suggested list for grade V, 51-52 
 From Community to State, 71 
 Resources and Regions, 73 
 Colonial North Carolina, 76 
 Natural Resources 78 
 Place Geography, 80 
 North Carolina in the Past And 
 Today, 81 
 
 Water resources, 118 
 Wealth, five kinds of, 66-67 
 Work period, 32 
 
THE STATE BIRD 
 
 CARDINAL 
 
 ( Richmond e-na cardinalis) 
 Adopted as North Carolina State Bird, March, 1943 
 
 Description. Male with throat and region around base of bill black; 
 rest of plumage bright rosy-red; bill red; head crested. Female: much duller 
 with the red confined to the crest, wings, and tail; the upperparts otherwise 
 mostly brownish-ash; and the underparts ochraceous buff. 
 
 Range. From Iowa and Ontario south to the northern part of the Gulf 
 States. 
 
 Range in North Carolina. Whole State at all seasons. 
 
 The Eastern Cardinal, often called in this State, "Redbird" or "Winter 
 Redbird," is a common resident in most localities. Its nest of weed stems and 
 leaves is lined with grass. Usually this is placed in a bush, small tree, or a 
 cluster of briars at a height of from three to six feet. The eggs number three 
 or sometimes four. They are white but well-covered with spots of lavender and 
 various shades of brown, and measure about one inch in length. 
 
 Like the towhee, this bird is pre-eminently a thicket-loving species, but it is 
 not inclined to spend as much time on the ground, apparently preferring to 
 eat berries in the top of a tree rather than to gather them on the earth at its 
 base. The song is a series of loud, clear whistles that, once learned, cannot 
 afterwards be mistaken for those of any other bird. — Pearson, Brimley and 
 Brimley: Birds of No7-th Carolina, pp. 343-345. 
 
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