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Growth of the Lumber Industry (1840 to 1930) lesson plan
Karla Smith, Biloxi, Mississippi
OVERVIEW
There is a strong connection between one’s environment and economic
opportunity and development. For Mississippi, the state’s forests have
been essential to economic growth. Through advanced transportation systems
and technological advancements, the lumber industry in the state saw tremendous
growth from 1840 to 1930. It was through this economic development that
many towns and communities owe their existence.
CURRICULAR CONNECTIONS
Mississippi Studies Framework: Competencies 1, 2, 3 and 4.
TEACHING LEVELS
Grades 7 through 12
MATERIALS AND EQUIPMENT
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Overhead projector
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Transparency film and overhead projector pen
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Paper for map construction (poster board, construction paper or
blank paper)
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Paper and pen
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Yarn for map
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Various Mississippi history textbooks or maps from other sources
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Mississippi History Now article, “Growth of the Lumber Industry
(1840 to 1930)”
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Other research sources
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OBJECTIVES
Students will:
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Locate towns, rivers and railroads, mentioned in the Mississippi
History Now article, that were important to the development
of the lumber industry.
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Describe the technological developments that contributed to the
growth of the of the lumber industry.
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Explain how railroads affected the lumber industry.
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Explain how the growth of the lumber industry caused the development
of towns.
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Determine how economic growth of the lumber industry affected the
environment.
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OPENING THE LESSON
Ask for student volunteers to name the natural resources in the state
that provide employment opportunities. When the forests and lumbering
are mentioned, ask for student volunteers to name forest products. Ask
for student volunteers to name jobs that are directly or indirectly connected
to the forests of Mississippi. Explain to the students that they will
learn about one of the greatest boom times in Mississippi’s forest industry,
that many of the state’s communities were established at this time, and
this industry is still a vital part of the state’s economy.
DEVELOPING THE LESSON
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After reading the Mississippi History Now article, the students
will work in pairs to construct a map. The map will show the cities,
rivers, and railroads important to the lumber industry. Students
can use poster board, plain paper, or construction paper to construct
their maps. If using poster board or construction paper, students
can use yarn to outline the state and designate the location of
railroads and rivers.
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Allow students to share their maps with the class and discuss the
importance of the rivers and railroads to the development of the
lumber industry as well as the development of towns. The teacher
can also ask the students to answer questions about their maps.
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The students will copy the chart from the overhead or chalkboard.
Instruct the students to complete the cause and effect columns using
the Mississippi History Now article. Possible answers the
students might generate are listed in italics on the chart below.
The students can work with partners or alone on this activity. If
working alone, the teacher can instruct the students to compare
their answers with a partner. The teacher will ask volunteers to
share their answers, which will be recorded on an overhead transparency
of the chart.
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Cause
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Events
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Effect
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Exhaustion of timber in North and East
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Loggers move to Mississippi
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Sawmills are built in the state
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Railroads are built
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Large sawmills are built
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Profits increase and lumber industry thrives
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Timber near rivers depleted and timber source further away
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Mills built own rail lines
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Dummy lines reach interior of forests
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Logging costs are cut
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Skidders replaced Lindsey Eight-Wheel Wagon
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Equipment destroyed young timber growth
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Dantzler uses waste products for paper and Mason develops
"Masonite"
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Quick returns for young trees
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Land owners planted second forests
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4.
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The students will be asked to write a news article about one of
the topics listed below. The teacher will probably need to remind
the students of the elements found in a letter to the editor (opinion)
and a news article (who, what, where, when, why, and how). The students
should include a headline for their news article. The news items
should be from the time period of the Mississippi History Now
article. The teacher can designate whether students write a letter
to the editor or a news article.
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The impact of railroads
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The development of towns
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The new technology of the lumber industry
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Destruction of the environment
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CONCLUDING THE LESSON
The teacher will ask the students to volunteer to read their news articles
or letters to the editor to the class.
ASSESSING STUDENT LEARNING
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Maps
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Charts
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News articles or letters to the editor
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Class participation
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EXTENDING THE LESSON
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Students can research forest products manufactured in Mississippi.
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Field trip to the Mississippi Agricultural and Forestry Museum
in Jackson.
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Tony Howe (dhbjda@datasync.com) and David Price (sprice@netdoor.com)
are available to make presentations to classes and groups using
digital projection for images and maps. E-mail your request to either
one.
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