Canadian Heritage

Learning Scenarios

Print version

General information

Title: Lumber Camps
Theme: Lumber Camps
Teaching level: Primary
Discipline: Social Science

General learning results:
- Organization of a community across its geographical area

- Changes in the organization of a community across its geographical area

- Diversity of communities across their geographical area

Transdisciplinary learning results:
- Communication
- Use of ICT
- Critical thinking
- Personal and social development
- Culture and heritage
- Work habits

Specific learning results:
- Establish links between the economic activities of the community and the habitation of the geographical area.
- Establish links between the needs of New Brunswick citizens and the environmental elements of the province.

- Find differences between the economic activities of New Brunswick at the time of its establishment as a province (1784) and its activities today.

- Identify similarities and differences in the characteristics of the population of New Brunswick and that of another province of Canada.

Technical Skills and Civics:
- Discuss with other students in the class.
- Share one’s viewpoint.
- Use a vocabulary pertinent to the concepts of time, geographical area, and community.
- Follow directions on a map using cardinal points.
- Place on a time line the events and persons who played an important role in the history of our province.

Teaching preparation

Proposed task:
- Discover the uses of various tool and techniques associated with lumber camp operations in New Brunswick.
- Compare camps of the past and those of today.
- Compare the work of loggers or lumberjacks.
- Locate the sites of some lumber camps.

- English
- Information technology
- Fine Arts

- Computers
- Documents : Available on the site
Work in the Mill : From the Forest to the City
The Forest Industry in Madawaska : a Second Wind for the Valley
Work in the Forest : An Arduous Routine is Imposed
- Other Internet sites that you can find
- Video and pictures available on the site

Resource person(s):
- A logger (lumberjack) or any person familiar with lumber or forestry operations

Learning preparation

Proposed approach:
Procedure :
- Research the evolution of the role of forest workers.
- Describe various tools and their usages in the daily work of the lumbermen.
- Sort out the characteristics of the logger’s (lumberjack’s) job at various times in history (1800, 1900, and 2000).

Preparation :
- Initiate a class brainstorming to determine prior knowledge about lumber camps.
- Post on a board keywords identified by students.
- Next, access the site and find documents pertinent to the research and read them collectively :
- Working in the Mill : From the Forest to the City
- The Forestry Industry in Madawaska : A Second Wind for the Valley
- Work in the Forest :An Arduous Routine is Imposed
- In the research on the Internet, concentrate mainly on the topic related to the role of the worker in the logging operations and his responsibilities.

- What goes on in lumber camps?
- How is life today in lumber camps?
- What tools were used by loggers?
- What were the tasks of the loggers and the role they played?

Learning realisation

Proposed approach:
- After placing the students in groups of two, and by means of a chart, ask students to identify the differences they noted between three historical periods (1800, 1900 and 2000).
- Points to notice: techniques, tools, life styles, tasks, methods of transport.

- Ask students to search the Internet site to facilitate comparisons and to find different locations where some important lumber camps were situated in New Brunswick.

- Share the information found in groups with the class.

- Next, complete a common chart in class, collectively summarizing the evolution of the lumber camps.

- On an outline map, locate the sites of various lumber camps found in your research.

- What was the life style of the logger?
- What means of transport were used?
- What did you learn about the jobs of the logger?
- What are the differences and the similarities in the jobs of the logger?
- Describe the life of the logger in a lumber camp?
- What are the uses of the forest resources?
- What brought about changes in the logging operations?

Learning integration

Proposed approach:
- Invite a forest worker in class to discuss his job.
- Ask students to reproduce, with recycled matter, a tool that they have discovered while doing their research.
- Develop a photo essay that really compares and distinguishes each period.
- Place on a time line the most important changes in forestry operations.
- Arrange and display a photo exhibit to share your findings with others classes.
- Invite classes to view the photo display.

Diversity :
- Divide the class in sub-groups representing each of the provinces of Canada.
- Ask the teams to find the location of lumber camps in each province.
- On a large outline map of Canada, the sub-groups will be invited to identify the various camps they found on the Internet or at the library.

- What do you think of the responsibilities of the logger?
- How do you perceive that occupation?
- Which tool impressed you the most? Explain why.