Charles Major Grade Level: 5-7 Subjects: Science – Environment Social Studies – History English – Literature

Overview:

Charles Major’s children’s novel, The Bears of Blue River, discusses early life in Indiana. It touches on environmental issues that are still pertinent today, such as deforestation and endangered species.

Objectives:

1) To explore pioneer life in Indiana.
2) To examine the deforestation of Indiana by early settlers.
3) To examine the reckless hunting and killing of black bears, which eventually leads to the animal’s placement on the endangered species list.

Procedures:

This is intended to be a seven-day lesson plan that provides an in-depth look into early life in Indiana. More or less time can be spent on this lesson per the teacher’s inclination.

Jump To:

Day 1, Day 2, Day 3, Day 4, Day 5, Day 6, Day 7

Day 1:

Social Studies:

First, determine the students’ pre-existing knowledge of the pioneers. Ask the students to share what comes to mind when they hear the word “pioneer,” and write the students’ responses on the board in order to keep track of what has already been said.

After getting the students’ ideas, begin the lesson on pioneers and early settlers in Indiana.

Discuss with the students:
1) The various reasons that people began to move west.
2) Factors that led some pioneers to settle in the Indiana territory, such as the river systems that led them through the dense forests.
3) The pioneers’ attitudes toward the vast wilderness.

Science:

Determine the students’ knowledge of the environment. This will help you decide how extensive this environment lesson should be. On day 2, deforestation and endangered species will be discussed. If the students have very limited knowledge of environmental issues, provide them with enough background to be able to discuss these two topics.

English:

Read aloud the first two chapters in The Bears of Blue River.

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Day 2:

Science:

1) Define deforestation.
2) Define endangered species.
3) Provide examples of each for clarity.

English:

1) Give a comprehension quiz covering chapters 1 and 2 of the novel.
2) Talk about the answers to the quiz. This will lead into directed discussion about the first two chapters of the book.

Questions for discussion:
~How is the environment in which the settlers lived different from Indiana’s environment today?
~ Did the description of the cabin that the Brent family lived in surprise you? How is their cabin different from the home you live in?
~ How do you feel about Little Balser’s attitude and actions toward wildlife?

3) Assign chapters 3 and 4 in The Bears of Blue River
4) Activity #1: research reports. Students will choose an endangered animal in Indiana from the endangered species list. They will then research the species and write a report based on their findings. In the report, students should be sure to include a description of the species, including its size, behavior, life span, natural habitat and the food that it consumes. In addition, the students should also discuss the status, current population, threats to the species, and ways that they can be protected. Students will have two weeks to complete the report.
5) Library time: Take students to the school library in order to begin researching their endangered species.

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Day 3:

Science:

1) Activity #2: adopt-a-tree. The class will take a field trip to a local park. Once there, the students will then pick a tree to “adopt.” Using sketchpads and pencils, students will draw a picture of their tree. They will also include a separate drawing of the shape of the leaf for their tree, using as much detail as possible. If a student has trouble drawing the detail of the leaf, they can also place the leaf on the ground with the paper over it and rub the pencil over the paper. This will provide an accurate reproduction.
2) The environment lesson will take place while at the park:
~ Talk about the effects of deforestation.
~ Talk about the black bear and its introduction to the endangered species list.

English:

1) To gauge what the students learned from the previous night’s reading, have them write a short essay answering the following question:
~ In chapter 3, Balser and his friends go into the woods alone to pick berries. They are very self-sufficient and hunt for food to make lunch. What difficulties would you have finding and preparing your food that Balser and his friends did not have? If you were a child in pioneer times, how would your life be different from how it is now?
2) Talk about the students’ responses to the essay question. This will lead into the discussion about the previous night’s reading.

Questions for discussion:
~ At this point in the book, Balser thinks mainly about killing bears. How do you feel about his adopting the bear cubs and raising them?
~ When Liney is in danger of being killed by a black bear, Balser distracts the bear so she can get away, and therefore brings all the bears’ attention to him. Later, he confronts an Indian to save Liney from being kidnapped. Would you risk your life to save a friend?
~ How did you feel when you read about the killing of the one-eared bear? Did you think that Balser and Tom were heroes because they rid the world of a dangerous creature, or did you think that the killing was unnecessary?

3) Assign chapters 5 and 6 in The Bears of Blue River.

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Day 4:

English:

1) To quiz the students on what they’ve read, have them write a creative story, telling what would have happened to Balser if Liney had not come back to help him and had not blinded the bear with the fire.
2) Discuss the previous night’s reading. Today’s discussion will be short in order to provide more time for students in the library.

Questions for discussion:
~ Talk about the seasonal work that is discussed in chapter six. How are their lives different from our lives today?
~ In chapter six, Balser is engaged in an intense battle with a bear. At one point in the battle, he is chased up a tree. After shooting the bear, Balser believes that the bear is dead and climbs down the tree. If you were in the same situation, would you have climbed down the tree right away?

3) Assign chapters 7 and 8 in The Bears of Blue River.
4) Library time: Take the students to the school library in order to continue researching the endangered species.

Social Studies:

Students will be split into four groups, and each group will be assigned a season. They will then come up with a short skit to be performed tomorrow in class showing a typical day in the life of a pioneer in that season.

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Day 5:

English:

1) Creative writing: At the end of chapter 8, Polly and the Fire Bear perish together in the Black Gully. How would you write the ending of that chapter? Would Balser and Tom be able to save their friend? Would all three boys die in the fire? Use your imagination to come up with an original ending to the chapter.
2) Discuss the previous night’s reading.

Questions for discussion:
~ What is a superstition? What are some examples of superstitions that you’ve heard?
~ In chapter 7, the superstition of the Fire Bear is introduced into this story. What did these pioneers believe would happen if they ran into the Fire Bear?

3) Assign chapters 9 and 10 in The Bears of Blue River

Social Studies:

Activity #3: Students will perform the plays about pioneer life that were put together on day four.

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Day 6:

English:

1) Give a comprehension quiz covering chapters 9 and 10.
2) Discuss the answers to the quiz. This will lead into the discussion.

Questions for discussion:
~ Did the ending of chapter nine surprise you? How did you expect it to end?
~ On Christmas day, Balser receives a present of steel traps for hunting. How does this show his attitude toward wilderness and animals?

3) Review for the test

Social Studies:

Activity #4: This activity will be a follow-up to the endangered species reports. Duplicate the outline of a T-shirt on a piece of paper. Each student will draw a picture of his or her endangered species on a “T-shirt,” along with a message.

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Day 7:

English:

Give a test covering all chapters of The Bears of Blue River.

Science:

Activity #5: With permission, the students and teacher will collaborate and choose a spot on school grounds to plant a tree. Talk with the students about what needs to be done to care for the tree. To follow up with this activity, have the students water the tree once a day for a week, and then once a week until the end of the school year.

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