Foreward

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Foreward
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Elementary Activities
Shape Bank Math Activity Early Childhood
Is It Alive? Science /Language Kindergarten
Exploring Maps Science Activity Early Childhood
Language Experience Story/Creative
Writing English Language Arts Kindergarten
Comparing Trees Science/Language Kindergarten
Map Out 4-6 Cross Curricular
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Art Activities
Postage Stamp Art Activity 5-12
Leaf Prints Art Activity K-12
John James Audubon Art Activity 5-12
Leaf Collage Art Activity K-5
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Math/ Science 7-12
Leaf Identification Activity Biology
Using Flow Charts to Describe Logical Processes
A Math Activity for High School Students
Studying Relationships Between Independent and
Dependent Variables A math Activity for High
School Students
Using Proportions to Take Indirect Measurements
A Math Activity for High School Students
Speed, Velocity, Acceleration Activity Physical
Science
Energy Transformations Physical Science
Activity Grade 9
Using Formulas for Surface Area and Volume of
Cylinders and Irregular A Math Activity for High
School Students
Newtons Laws of Motion Physical Science
Activity Grade 9
Machines Physical Science Activity
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English/Social Studies
Previewing the Terminology Vocabulary-High School
Types and Elements of Fiction
Creating a Timeline Social Studies
Gathering and Giving- High School
Creating a Commercial Grade 7
Research of the Sawmill Era Social Studies
Economic and Social Structure of Louisiana
Sawmill Towns Social Studies
Research Process Grade 8
Through the Eyes of Another Journaling Activity
Letter Writing Activity for High School English
Students
Developing Presentation skills Social Studies
Grade 8
Comparing the Social Climate of Louisiana Social
Studies
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Forms
Field Trip Request Form
For Your Consideration
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Shape Bank Math Activity Early Childhood

• Materials digital camera (supplied by the
  teacher)
• Processes
• While on tour for the museum, the students
  may extend the experience by searching out simple
  shapes located in the designs of the buildings
  and the different parts of the mill. The
  students can point out the shapes to the teacher
  or assigned photographer, and a photo can be
  taken. A class book can be made once the photos
  are printed and the students can revisit their
  trip to the museum each time they read the book.
  
• GLE Kindergarten Geometry 16

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Exploring Maps Science Activity Early Childhood

• Materials Kid-friendly map and 10 tiny stickers
  per child.
• Process While on tour the students will follow
  along on the map by marking sites visited on
  their kid-friendly maps (supplied by the museum)
  with tiny stickers. The teacher will need to
  make sure that there are enough stickers for the
  students to mark each area visited. The tour
  guide or teacher can use his/her own copy of the
  map to have the students predict where they will
  be going next on the site and question them on
  what they have seen.
• GLE Kindergarten Motion, Speed, and Direction,
  7

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Comparing TreesScience/Language
ActivityKindergarten

• Materials 1 Ziploc bag for each child, digital
  camera, notepad for teacher, chart paper, markers
• Process While walking on the Nature Trail,
  sudents can identify trees that are different
  from each other with the help of the teacher and
  tour guide. The teacher can take pictures of
  each tree and note its name for future use. The
  students can collect leaf samples from the trees
  and place in the Ziploc bag. (One or two leaves
  per child MAXIMUM!) When the students arrive
  back in the classroom, or in the SFHM Education
  Center, a chart can be made comparing the types
  of trees. The students can describe the
  different attributes of the tree using the
  pictures and the leaves from their bags.
• GLE Kindergarten 4,7,13,25

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Is It Alive?Science/Language Arts
ActivityKindergarten

• Materials Digital Camera (supplied by teacher)
• Process After a unit on living and nonliving
  things, the students can tour the museum and its
  surrounding areas. Armed with a digital camera,
  the teacher can take pictures of things
  identified as living or nonliving. To hold the
  students accountable, the teacher can require
  that each child identify one living and one
  nonliving thing and can be in the picture with
  them. A class book can be made when the photos
  are printed and students can add sentences to
  their pictures. The writing portion of this
  extended activity can be differentiated according
  to the student needs.
• GLEs Kindergarten Science 2, 22, and 8
  Language Arts 32 (ELAL-3-E5), 22 (ELA-2-E3)

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Language Experience Story/Creative
WritingEnglish Language ArtsKindergarten

• Materials Chart or big notebook paper, markers
• Process After the tour of the site, the class
  can gather in the SFHM Education Center (or be
  taken back to the classroom) to write a Language
  Experience Story about their experience at the
  museum. While in the SFHM Education Center, the
  class can create a flow map to sequence the
  events of their trips. The teacher can focus on
  position and sequence words like first, next,
  then, and finally. Then the class can use the
  flow map as a reference for their Language
  Experience Story. Each student can dictate or
  use invented spelling to write his or her own
  sentence in the story.

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Map Out your Southern Forest Heritage Museum
AdventureIncorporating Innovative Learning
Thinking Maps Activity

• Grades 4-6 Cross Curricular
• Maximize student observation and thinking by
  using graphic organizers as a tool for thought.
  These brain-based thinking strategy maps guide
  thinking on every level.
• Circle Maps- Use this thinking map in order to
  brainstorm what students know and make
  predictions about a lumber mill, transportation
  during the early to mid 1900s, types of jobs and
  industry. You may choose to prepare a reverse
  thinking map where the ideas and pictures are
  already listed and the student uses clues to
  narrow a topic.
• Bubble Map- Use this thinking map or a Venn
  Diagram to describe the visit to the museum or
  draw new information from text using the tour
  guide. Remember what makes this different from
  an idea web is that the bubbles contain
  adjectives and adjective phrases. In addition,
  you may choose to add Inspiration Software or
  Microsoft Office Clip Art in order to pull
  graphics to match descriptions as
  differentiation.
• Double Bubble Map- Use this thinking map to
  compare and contrast commercial transportation
  types and routes pre-World War II and post World
  War II.
• Brace Map- A brace map titled The Commissary
  would divide key elements of a summarization into
  sub headings in the brace. For example, sub
  headings may include who, what , when, where,
  why, and how to check student understanding of
  the text on page 3 of the tour guide or on-site
  explanation.
• Tree Map- The tree map is capable of
  classifying the parts and uses for each building
  on the museum site. The title should read
  Southern Forest Heritage Museum and the
  sub-headings should be titled as the various
  buildings on the tour.
• Flow Map- Use a flow thinking map to show steps
  in a process or the sequence of processing wood
  at the saw mill. Use the tour guide page 5 and 6
  as a text reference.

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• Multi-Flow Map- This thinking map can be used to
  illustrate cause and effect. The EVENT in the
  middle should read The mill pond was filled
  with concrete. The students will use page 27 and
  28 of the tour guide text for material to
  identify the CAUSE and the EFFECT of this event.
• Bridge Map- This map for listing analogies could
  be used to recognize similarities of purpose for
  equipment and machinery of modern technology and
  that of the lumber mill. The relating factor or
  bridging phrase should be IS USED FOR/LIKE or IS
  TO/LIKE.

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Postage Stamp Art Activity 5-12

• Materials Template of postage stamp
  www.eduplace.com/activity/pdf/stamp.pdf, markers,
  crayons, colored pencils
• Process After tour and study of the SFHM,
  students are asked to evaluate the important
  areas of the history. This can be accomplished
  with a classroom review and discussion of the
  museum. Students will then select one area of
  emphasis and create an image for a postage stamp
  for the Longleaf postal station. Student should
  be able to justify their choice in a written
  format.
• VA-CE-M5, VA-CEH5- Produce ideas for art
  productions while engaging in individual and
  group activities.
• VA-AP-M6- Describe the use and value of the
  visual arts in daily life, the workplace and the
  community.
• VA-HP-H2- Analyze how art works across
  geographical, political, and historical
  boundaries.

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Leaf Prints Art Activity K-12

• Materials Printing ink (water-soluble) Brayer,
  foam preferable, Styrofoam plates or clean meat/
  produce trays, Drawing paper, Baby Wipes (easy
  clean-up)
• Process A collection of leaves should be
  gathered either by the teacher or the students.
  Leaves should be green, as dry leaves will
  crumble in the printing process. Set up a
  printing table- covering the work surfaces with
  plastic, disposable tablecloth or newspapers for
  easy clean up.
• First student station is to apply ink to the
  leaf. Move leaf to a second station with a clean
  surface and place the leaf under a sheet of
  drawing paper. Students may use their hands or
  a wooden spoon- press the leaf to the surface of
  the paper. Carefully remove the leaf from the
  paper and you have a print of the leaf. The ink
  takes a while to dry, so tack it to a bulletin
  board or hang on a clothesline.
• Leaves can be printed multiple times. Students
  can identify the types of leaf/tree. Printed
  leaves can be used to create cards for a letter
  writing exercise. Students can address businesses
  or legislators concerning environmental issues.
• Web sites
• www.inhs.uius.edu/inhsreports/fall2000/leaf.html
• http//teacherscholastic.com/lessonrepro/lessonpl
  ans/ect/classact1097.htm
• www.dltk-holidays.com/fall/leaf/prints.htm.

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• Visual Arts
• K-4
• VA-CE-E2 Explore and discuss techniques and
  technologies for visual expression and
  communication.
• VA-AP E3 Explore the beauty in nature and
  discern images and sensory qualities found in
  nature and art.
• 5-8
• VA-CE-M2 Explore and discuss techniques and
  technologies for visual expression and
  communication.
• VA-AP-M3 Perceive the aesthetic value and
  influence of organic forms and the natural
  environment as reflected in works of art.
• 9-12
• VA-CE-H2 Apply a variety of media techniques,
  technologies, and processes for visual expression
  and communication.
• VA-AP-H3 Use analogies, metaphors and other
  descriptions to describe interrelationships in
  works of art and nature.

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Leaf CollageArt ActivityK-5

• Materials Leaves, small sticks, pebbles,
  gathered from the site, Tacky glue- several
  bottles, 12X18 Heavy drawing paper or
  construction paper.
• Process Allow students time to gather fallen
  leaves, small sticks and pebbles and bring them
  into the classroom. Place a sheet of paper in
  front of each student. Demonstrate how
  combinations of found materials can be placed on
  the paper to create a leaf person or animal. Do
  not allow gluing until the student is satisfied
  with collage. Glue with thick tacky glue- a
  small amount will hold satisfactorily. Extend
  this project by allowing students to create a
  fictional story about their collage figures.
  Students can share these stories along with the
  presentation of their collages. Because these
  become fragile with age, photos of the collages
  could be uploaded on a school web site along with
  the students stories.
• Visual Arts
• VA-CE-E5 Draw on imagination, individual
  experience, and group activities to generate
  ideas for visual expression.
• VA-AP-E4 Recognize that there are many
  possibilities and choices in the processes for
  designing and producing visual arts.
• VA-CA-E5 Express interpretations about works of
  art and give supporting reasons.

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John James AudubonArt Activity5-12

• Materials Prints or PowerPoint of the American
  artist John James Audubon, List of endangered
  animals in Louisiana, Computer access for
  research, drawing paper, colored pencils, crayons
  
• Process Presentation of prints or PowerPoint.
  Share with students or lead in a discussion of
  how the artist included the natural environment
  in his drawings of birds. Information on the
  artist can be found on the following sites
• www.audubon.lorg/nas/jja.html
• www.audubon.org/bird/boa/BOAindexhtml
• Visit the Southern Forest Heritage Museum, noting
  wildlife and their habitats. Use the artists
  biographical information to start discussions on
  the environment and direct the discussion to
  include endangered animals. Student can research
  endangered animals of Louisiana. They should be
  encouraged to discover what natural environments
  are necessary for certain endangered animals to
  survive. After their research, students will
  create a drawing of their chosen animal including
  the animals natural environment. This can be
  extended with a written explanation or a
  presentation to the class.
• Visual Arts
• VA-CE-M5, VA-CE-H5 Produce ideas for art
  productions while engaging in individual and
  group activities.
• VA-HP-M6, VA-HP-H6 Identify representative major
  works of great and influential artists and
  recognize their achievements.

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Effects of Human Activity o the
EnvironmentScienceGrade 8 Unit 8

• As part of studying the effects of human activity
  on the environment, students will tour SFHM.
  Students may use their tour as part of a research
  project comparing and contrasting the detrimental
  environmental effects of the timber industry
  during the time the Long Leaf Mill was in
  operation and current day mills. A research
  project or paper will follow. These should be
  assessed with an appropriate rubric based on
  teacher assigned criteria.
• Standards SI-M-A7, SI-M-B1, SI-M-B7
• GLEs 19, 22, 27,39

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Leaf Identification ActivityBiology
Materials Student learning logs, dichotomous
keys of leaf identification Process As
students explore the Nature Trail of the Southern
Forest Heritage Museum and Research Center, they
are to make drawings in their science learning
logs of at least five different types of leaves.
Samples may be taken if they have fallen on the
ground only. List complete descriptions of each
leaf (simple or compound, smooth, or serrated
edges, lobed branching patters, etc.) At the
research center, use dichotomous keys to identify
the type of leaf. Use the following sample chart
below in the learning log.
GLEs SI GLE 2, LS GLE 18
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Studying Relationships Between Independent and
Dependent Variables A math Activity for High
School Students
Following an in-class discussion of the
relationships between independent and dependent
variables, the students shall tour SFHM and
relate variables as applicable to operations at
the sawmill. Examples should include the
relationship between timber operations at the
sawmill. Examples should include the
relationship between timber (independent) and
lumber (dependent) timber processed
(independent) and revenue produced (dependent)
hours worked by a sawmill employee (independent)
and pay received (dependent). Further the
relationship should be demonstrated by the number
of visitors received annually by the SFHM
(independent) and the number of volunteer hours
required to provide tours and information about
the SFHM (dependent). Following a tour, students
should work in small groups to construct data
charts of such real life scenarios with data
provided by the SFHM. Teacher shall monitor and
assess data charts based on current correlations
between independent and dependent
variables. GLEs Math 9th grade, 10
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Energy TransformationsPhysical Science
ActivityGrade 9

• While visiting the Southern Forest Heritage
  Sawmill and its power plant, students may make a
  flow chart in their science learning log
  explaining how electricity is generated.
• Discuss the six forms of energy. Beginning with
  the suns energy, students may make a diagram of
  the energy transformations that take place to
  produce energy in the sawmills power plant.
• GLEs SI GLEs 6,7, PS GLE 40

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Newtons Laws of MotionPhysical Science
ActivityGrade 9

• Materials stop watches, meter stick, Halls
  carriage or toy cars, wooden ramps, wooden bocks,
  calculators, metal washers, tape
• Discuss Newtons 3 Laws of Motion. Write the
  formula relating force, mass, and acceleration
  (Newtons 2nd Law). Divide students into groups
  for an investigation of Newtons 2 Law. With the
  wooden blocks, raise one end of the ramp with the
  other end on the floor. Students should place a
  toy vehicle at the top of the ramp, and release
  it, but dont push the vehicle. With the meter
  stick, measure the distance the vehicle rolls.
  Repeat this step for two additional trials, then
  calculate the average. Have the students add 5
  metal washers for a total of ten and repeat the
  procedure again. Complete the data table below.
  Ask students how increasing mass (adding more
  washers) affects the force of the objects in
  motion (the distance it rolls).

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• DATA TABLE

Have students write an explanation for their
observations in their science learning logs using
Newtons second law, FmXa. In their learning
logs, students should apply what they learned to
explain the relationship of the force needed to
power the railcars to the amount of load carried
by the railcar. Include examples sited from the
tour in the explanation. When visiting
Locomotive 400, use Newtons 2nd Law to explain
why speed limits varied for passenger trains,
freight trains, and a loaded tank car. GLEs SI
GLEs 5,7 PS GLE 34
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Speed, Velocity, Acceleration Activity Physical
Science

• Materials graph paper rulers, pencils
  calculators
• Process discuss the difference between speed
  and velocity. Students should find the average
  speed of a mixed train if it would leave Longleaf
  at 630 A.M. and arrive in Kurthwood at 130
  P.M., a distance of 63 miles of track. Compare
  this to the speed of a passenger train that could
  make this trip in 3 hours and 30 minutes. Define
  acceleration. Explan the formula for calculating
  acceleration. It is
• final velocity-initial velocity
• Time
• If a log car, carrying 25 cars loaded with logs,
  started from Longleaf and took 10 minutes to
  reach its maximum speed of 20 mph, what was its
  acceleration? A log car leaves Longleaf and
  travels an average of 20 mph to Lecompte, a
  distance of 10 miles by rail to Smiths Landing
  in Lecompte. Find the time it took to travel
  this distance. After picking up a load at
  Lecompte, an hour later the rail car left
  Lecompte and traveled 65 miles to Kurthwood in 7
  hours. Plot a distance- time motion graph of
  this data to show the motion of this locomotives
  trip. Label each leg of the trip on the graph.
  In their learning log, students should compare
  the speed of the locomotion from Longleaf to
  Lecompe to its speed from Lecompte to Kurthwood
  by comparing the slope of the graph for each of
  these motions.
• GLEs SI 4,5,6,7, and 10, PS GLEs 2, 31, 32,
  33

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Machines Physical Science Activity

• As students complete the tour of the Southern
  Forest Heritage Museum site, they are to complete
  the Simple Machines Vocabulary Self-Awareness
  Chart below. Discuss definitions of each of the
  words before the tour, rating each word according
  to the students understanding on a rating scale
  from being very comfortable with the word to
  unsure. As you visit the sites on the tour,
  write examples of the words listed that you might
  see.
• Simple Machines Vocabulary Self-Awareness Chart

GLEs SI GLEs 5, 10 PS GLEs 36
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Speed, Velocity, Acceleration Activity Physical
Science

• Materials graph paper, rulers, pencils,
  calculators
• Process Discuss the difference between speed
  and velocity. Students should find the average
  speed of a mixed train if it would leave Longleaf
  at 630 A.M. and arrive in Kurthwood at 130
  P.M., a distance of 63 miles of track. Compare
  this to the speed of a passenger train that could
  make this trip in 3 hours and 30 minutes. Define
  acceleration. Explain the formula for
  calculating acceleration. It is
• Final velocity-initial velocity
• Time
• If a log car, carrying 25 cars loaded with logs,
  started from Longleaf and took 10 minutes to
  reach its maximum speed of 20 mph, what was its
  acceleration?
• A log car leaves Longleaf and travels an average
  of 20 mph to Lecompte, a distance of 10 miles by
  rail to Smiths Landing in Lecompte. Find the
  time it took to travel this distance. After
  picking up a load at Lecompte, an hour later the
  rail car left Lecompte and traveled 65 miles to
  Kurthwood in 7 hours. Plot a distance-time
  motion graph of this data to show the motion of
  this locomotives trip. Label each leg of the
  trip on the graph. In their learning log,
  students should compare the speed of the
  locomotion from Longleaf to Lecompte to its speed
  from Lecompte to Kurthwood by comparing the slope
  of the graph for each of these motions.
• GLEs SI GLEs 4,5,6,7, and 10 PS GLEs
  2,31,32, 33

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Using Proportions to Take Indirect Measurements
A math Activity for High School Students

• In this lesson, students will take indirect
  measurements. TLW construct a stadioscope as
  demonstrated by the Comprehensive Curriculum
  activity described in Unit 2, Activity 9 with
  which to measure the height of a local tree. The
  class should be led in a discussion of why the
  size of a tree would matter to a sawmill
  operation (amount of raw materials, value of the
  tree as it is processed into cut lumber). Data
  should be recorded and used for the next activity
  in this booklet.
• GLEs Math, 9th Grade 21, 22

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Using Flow Charts to Describe Logical Processes
A math Activity for High School Students

• TLW be presented with the example flowchart from
  the Comprehensive Curriculum and will take notes
  on how flowcharts are assembled. Upon touring
  SFHM, the students shall be required to
  construct a flowchart of sawmill operations
  describing inputs and outputs of lumber in the
  milling process as well as rejected cuts of
  lumber. TLW inquire of tour guides as to what
  decisions are made through the process
  (machinery, power requirements, raw material
  selection) and construct a flow chart
  representative of daily operations at a
  functional sawmill.
• GLEs Math 9th grade 1, 14

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Using Formulas for surface Area and Volume of
Cylinders and Irregular Objects A Math Activity
for High School Students

• The teacher will use the height of the tree found
  through indirect measurements in the preceding
  activity lead a discussion and demonstrate the
  use of formulas for surface area and volume of
  cylinders and irregular objects.
• After completing Comprehensive Curriculum
  Activities 1,3,5,a7, and 9 in Unit 2 of 10th
  Grade Math, students should be able to compute
  the surface area and volume of a pine tree.
  Using the height of tree found in the preceding
  activity and the circumference of the tree found
  by direct measurement, the students should
  compute the theoretical surface areas and volumes
  of the tree. Ask the students, in small groups,
  to determine usefulness of this data (for either
  a sawmill operation or other real life
  application). In whole group study, ask the
  students how this information could be proved at
  a sawmill operation (after processing, the volume
  of each board collectively added together should
  yield approximately the total volume of the tree.
• Ask students to explain why discrepancies may
  exist between the total volume of lumber and the
  actual volume of the tree (inefficiency in
  milling process, data miscalculation).
• GLEs math 10th Grade 7

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Types and Elements of FictionELA Grade 7/8

• Students will study types and elements of fiction
  in this unit. Visiting the Southern Forest
  Heritage Museum will provide students with an
  interactive writing prompt. Students will be
  given the task of collecting information for a
  historical fiction short story. Visiting the
  museum will provide students with an actual
  setting which they can see and clearly describe.
  Students will also be able to collect information
  on the time period for their setting. The
  museums website also provides students with
  information. After collecting information,
  students will return to school and complete their
  original short stories. Touring the grounds of
  SFHM will give teachers opportunities to
  conduct mini-lessons on writing techniques
  (description, narration, etc.) as well as review
  with students elements needed in their story.
  These should be addressed with an appropriate
  rubric based on teacher assigned criteria.
• Standards ELA-1-M2, ELA-2- M3, ELA-2-M4,
  ELA-4-M6, ELA-5-M3 GLEs 02d,18a, 18c, 18d, 18e,
  18f, 18g, 19, 20b, 38a, 38b, 38c, 43b

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Creating a CommercialELA Grade 7

• Students will be assigned the task of creating a
  commercial to attract tourists to the SFHM.
  Students will visit the museum, collect
  information, talk to tour guides about what they
  feel is needed in the commercial, and take
  photographs to save in the advertisement. Once
  students return to school, they will evaluate the
  information gathered and create advertisements
  using either PowerPoint or Photo Story. These
  should be assessed with an appropriate rubric
  based on teacher assigned criteria.
• Standards ELA-1M4, ELA-6-M3, ELA-7-M1,
  ELA-7-M2, ELA-7-M3, ELA-4-M2, ELA-4-M4, ELA-4-M5
• GLEs 05, 08b, 09e, 11, 13, 31, 35, 37
• Note for use with 8th grade, this is nearly
  related to the use of persuasion techniques in
  Unit 3

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Research ProcessELA- Grade 8

• In relation to one of the topics listed below,
  students will visit the SFHM to collect
  information through available texts, displays,
  and tour guides. Students will employ
  note-taking techniques while at the museum as
  well as complete further research using print and
  non-print resources. Gathered information will
  be compiled to create either an I-search or
  research paper. Students will complete all steps
  of the writing and research processes.
• Suggested Topics (may be used in cross-curricular
  activities in science and social studies
  classes).
• The effect of logging on the economy of Louisiana
• Central Louisiana during the Great Depression
• Logging techniques of the past and present
• The use of railroad systems by the timber
  industry
• These should be assessed with an appropriate
  rubric based on teacher assigned criteria.
• Standards ELA-1-M3, ELA-7-M2, ELA-7-M3, ELA-
  7-M4, ELA-2-M3, ELA-5-M1, ELA-5-M2, ELA-5-M3
• GLEs 04b, 04c, 09b, 11, 13, 14d, 14e, 14f, 18a,
  39a,39c,39d,40a, 40b,40c, 41,42, 43a,43b,43c

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Previewing the TerminologyVocabulary 9-12

• Students will compile a vocabulary list of
  unfamiliar terms as they preview study material
  prior to visiting the museum In small groups,
  students will compare their findings and compile
  a master list. Terms will be identified from
  appropriate sources such as dictionaries,
  internet sites, tours and the museum guide.
  Groups will share findings with the class and a
  master list of vocabulary words and terms will be
  produced for the class to study and learn.
• 9th Grade Standards ELA-1-H1, ELA-4-H1,
  ELA-5-H1 GLEs 01d, 26, 28a, 28c, 32b, 33, 35a,
  35b
• 10th Grade Standards ELA-1-H1, ELA4-H4,
  ELA-5-H1
• GLEs 01a, 01b, 01c, 11d

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Letter Writing High School English

• Students will write a letter to________________
• (principal, superintendent, parents club,
  etc.) explaining why the SFHM is an ideal
  location for a field trip to study________________
  (leaf/tree identification, sawmill artifacts,
  rural culture of the mid 1900s).
• 9th Grade Standards ELA 2-H2, ELA 3-H3
• GLEs 16c, 16d, 18a, 21b, 28c

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Gathering and Giving A Research Activity for
ELA 9-12

• Students will gather information to complete a
  research project on some topic related to SFHM.
  They will give the information through the
  completed research. See the list of suggested
  topics. Other topics may be added by students
  with teacher approval. Such topics are as
  follows
• The Great Depression at the Longleaf Mill
• The Red River and Gulf Railroad
• Valentines Day, 1969 at the Longleaf Mill What
  events led to this day?
• Specialized equipment used at the Longleaf Mill
• Meeting the Needs of Mill Workers the
  commissary
• Meeting the Needs of Mill Workers On-Site
  Housing
• The Timber Industry in Louisiana in 1900
• The Economic Impact of the timber Industry in
  Louisiana in the 21st Century
• Careers in the Timber Industry today
• Careers in the Timber Industry in the 1900s
• Church and School at the Longleaf Mill
• Daily life at the Longleaf Mill
• Students will use a variety of resources,
  including print texts, electronic texts and
  sources, other media and audio-visual materials,
  interviews, and first-hand visits and accounts
  from displays at SFHM to gather information.
  Sources will be scrutinized for validity and
  accuracy. Findings will be organized to include
  facts, details, and examples. When appropriate,
  graphs, charts, graphics, spreadsheets, and
  analytical reports will become part of the
  research project. Research reports will be
  formatted according to MLA and will include an
  annotated bibliography.
• 11th and 12 Grade English
• Standards ELA-5-H1, eLA-5-H2, ELA-5 H3,
  ELA5-H4, ELA-5-H5 GLEs 37a, 37e, 38c, 38d,
  40a, 40b, 41

39
Through the Eyes of Another A Journaling
Activity 9-12 ELA

• Students will write journal entries though the
  eyes of various people who may have lived at the
  Longleaf Sawmill. For instance, they might be a
  high school student, a young mother, recently
  moved to the community from a large city to be
  near her husbands work. They might be one of
  the workers. Perhaps they could be the mills
  owner. The journal entries (the number and depth
  to be determined by the teacher) should reflect
  typical events that might occur in the sawmill
  community, various problems faced by those
  living/working there, recreational or social
  activities, favorite meals, relationships with
  other people living in the communitythe ideas
  are unlimited.
• Writing the journal entries involves staying in
  voice and character as well as careful research
  that will give enough information to describe
  typical events, people, and routines.
• Note This activity could be expanded into
  speaking/performing. Students might prepare
  skits in which they interact with other
  characters from the sawmill.
• 11th Grade- GLEs 05, 09a, 09c, 09d, 09f, 20a,
  30b- from the unit of early 20th Century American
  Literature

40
Developing Presentation SkillsSocial Studies
Grade 8

• In relation to studies on environmental issues
  and economic development in Louisiana, Activity 3
  in the Comprehensive Curriculum presents several
  options for projects. Using one of these ,
  Students visit the SFHM, take notes, take digital
  photographs, and in groups compile a presentation
  based on the follow prompt
• The team represents a nonprofit agency that helps
  with historic preservation and the renovation of
  landmarks, architecture, and historic sites in
  Louisiana. Its objective is to determine
  present, and defend a location in Louisiana that
  would be ideal for this corporation and still
  protect historic and corporate interests.
• These should be assessed with an appropriate
  rubric bassed on teacher assigned criteria.
• Standards G-1B-M4, G-1D-M1, G-1D, M4, E-18-M7,
• GLEs 9, 14, 17, 58
• Other related standards ELA-4-M4 GLE 35

41
Creating a Timeline A Social Studies Activity
for 9-12

• Create an overlapping timeline of Louisiana,
  United States, and World History significant
  events during the logging, sawmill, and railroad
  era of Louisiana. Time Period 1890s-1960s.
• Guiding Questions from Louisiana comprehensive
  Curriculum Can students construct a timeline of
  key events in Louisiana history and interpret
  data presented in a timeline that correlates
  Louisiana, United States, and World History?
• Internet sources Encyclopedia Louisiana
  http//enlou.com/time/timelineindex.htm
• GLEs Soc. 12.4.A.1 Soc 9-12.5.4.1

42
Research of the Sawmill Era A Social Studies
Project for 9-12

• Research the political structure, leaders, and
  climate of Louisiana and the United States during
  the sawmill and company town era (1890-1960).
• Follow up Activity- Research one political figure
  or faction prominent and influential during this
  era.
• Guiding Questions from Louisiana Comprehensive
  Curriculum
• Can students analyze how a given historical
  figure influenced or changed the course of
  Louisiana History?
• Can students conduct historical research using
  a variety of resources and evaluate those
  resources to answer historical questions related
  to Louisiana history?
• Can students describe leaders who were
  influential in Louisianas development?
• Possible Resource Louisiana History (episodes
  4,5,6) from Louisiana Public Broadcasting
• GLEs Soc. 9-12.4A.17

43
Economic and Social Structure of Louisiana
Sawmill TownsSocial Studies 9-12

• Write a report on the social and economic
  structure of Louisiana sawmill town including the
  evolution and current state of those towns
  initially created in the virgin timber era.
• Guiding Questions from Louisiana comprehensive
  Curriculum
• Can students explain how Louisianas natural
  resources have shaped its history?
• Can students describe historical and economic
  factors influencing the economic growth,
  interdependence and development of Louisiana and
  the nation?
• Can students describe the factors that contribute
  to economic interdependence at the local,
  national and global level as related to Louisiana
  past and present?
• Can students analyze the distribution and uses of
  Louisianas natural resources?
• Resources
• Tour guides and/or guest speakers from the
  Southern Forest Heritage Museum
• Louisiana forestry community http//www.laforest
  ry.com
• Louisiana Department of Agriculture and Forestry
  http//www.ldaf.state.la.us/portal
• GLEs soc. 9-12 a.3, Soc. 12.1 1.9, Soc.
  9-12A. 11, Soc 1-12.A.13

44
Comparing the Social Climate of Louisiana A
Social Studies Activity 9-12

• Research and discuss the social climate of
  Louisiana as compared to the south and other
  regions of the United States during the virgin
  timber era.
• GLEs Soc.9-12.4B.34, Soc. 9-12.A.17

45
Field Trip Request Form Southern Forest Heritage
Museum
Name of School____________________________________
______ Mailing Address of School__________________
_______________ School or Principal
E-Mail_________________________________ Phone
Number of School____________Principal_____________
_ Contact Teacher_________________________________
_________ Phones of Contact Teacher_____________
__________________ E-Mail of Contact
Teacher_________________________________ Best
Time to Reach Contact Teacher_____________________
___ Preferred Date or Day of the Week for
Trip__________________ (Reservations made on a
first come, first serve basis) Number and Age of
Students______________________________ Number of
Chaperones___________________________________ Expe
cted Time of Arrival______________Departure_______
____ Any Special Arrangements or
Conditions____________________ _________________
_______________________________________ Signature
of Contact Teacher______________________________
Signature of Principal___________________________
__________ Date__________________________________
__________________ Please mail to Southern
Forest Heritage Museum and Research Center/P. O.
101 Longleaf, Louisiana, or fax to 318-748-8410
46
For Your Consideration

• Just in case you wanted or needed to know, The
  Teachers Toolbox has included some information
  that may assist you in your planning or answer
  some questions you have about the resources
  available at the facility.
• Restrooms are available in three locations The
  Commissary Museum, The Education Center, and the
  Rough Lumber Shed.
• Snacks (soft drinks, chips, and candy ) are sold
  in the Commissary diner.
• Souvenirs are available in the Commissary
  Museum.
• Picnic tables are located in the Planer Mill for
  your lunch. It is covered and floored.
• Lunches may be ordered and delivered by Backwoods
  Catering (Cathy and Otis Monroe, 318-748-7645 or
  www.backwoodscatering.com . Lunch arrangements
  may be handled with them not with the museum.
  Lunches may also be supplied by the school.
• Fast Food (Burger King) is located at 1-49
  Lecompte/Forest Hill Exit.
• Parking is plentiful. Tour guides will be on
  hand to direct buses.
• Flexibility from the museum staff can be
  expected! Changes in weather and slight changes
  in plans can be dealt with. Several indoor
  activities (Education Center, Commissary Museum
  and Planer Mill) provide reprieve from rain or
  cold. Only in severe weather is a cancellation
  of plans necessary.
• Please do not hesitate to ask questions via
  e-mail or phone, if there is anything else you
  need to know.
• Proceeds from sales benefit the museum, and
  visitor shopping is greatly appreciated.