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North American Bears—An Increasing Threat to Urban America?

North American Bears—An Increasing Threat to Urban America?

Cathy Barnes

NormalCommunityHigh School

Summer 2005

American Environmental Photographs Collection,

AEP Image Number,AEP-WYS83

Department of Special Collections,

University of Chicago Library

Bear attacks on campers and hikers have received national media attention in the past few years. As the urbanization of America encroaches upon the natural habitat of the nation’s bear population, wildlife experts have extensively studied the behavior of bears in an attempt to educate the public on ways to prevent bear attacks. Laws passed to protect bears from hunters and poachers have increased the number of bears in our national parks and forests. While some individuals greatly fear an encounter with a bear, others not only welcome bears into their backyards, but also feed them. This lesson examines the public attitudes towards bears over the past 150 years and whether or not bears actually pose a threat to urban America.

Overview/State Standards/Resources/Procedures/Evaluation/Extensions

Overview Back to Navigation Bar
Objectives / Students will:
  • Analyze primary resources to contrast past and present public attitudes towards bears
  • Investigate the impact of urbanization on the habitat of bearsin North America
  • Evaluate scientific research and reach a conclusion as to whether or not bears pose a threat to urban America
  • Give an oral presentation to the class defending the positiontaken by the student

Recommended time frame / 4 class periods
Grade level / 9th
Curriculum fit / Freshman Biology
Resources /
  • Image table
  • Photo analysis sheet
  • Additional resources
Range of North American Bears

Bear Protection Act on the Move

Wildlife Research Institute

News Reports of Black Bear Attacks

  • Materials needed:
Projection screen
Laptop computer
Student Internet Access
IllinoisState Learning Standards Back to Navigation Bar
Science:
GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
  • 12A. Know and apply concepts that explain how living things function, adapt, and change
  • 12B. Know and apply concepts that describe how living things interact with each other and with their environment
Language Arts:
GOAL 4: Listen and speak effectively in a variety of situations.
  • 4A. Listen effectively in formal and informal settings
  • 4B. Speak effectively using language appropriate to the situation and audience
GOAL 5: Use the language arts to acquire, assess and communicate information.
  • 5B. Analyze and evaluate information from various sources

Procedures Back to Navigation Bar
Day One:
  • This lesson will be introduced as part of an ecology unit, specifically the effect of habitat destruction on U.S. wildlife. Ask student what happens when an animal’s natural habitat is invaded by humans. Tell them that we will specifically look at the effect of habitat destruction on two types of North American bears—the black bear and the grizzly bear. Engage student interest by asking whether they have heard about or read of any cases of humans being attacked by bears in the past year. If so, let one or two share stories. Read one story from the Black Bear Attack website. Allow students to speculate as to what might provoke a bear attack.
  • In light of the fact that we know bears have been known to attack humans, use the projection screen to show students the Library of Congress photo of Mrs. William Cribbs feeding a bear cub. Ask students to examine the photo. Does Mrs. Cribbs seem to fear the bear cub? Could Mrs. Cribbs be harmed by this bear? What is there about a bear cub that could spell danger for Mrs. Cribbs? What other facts would we need to know to determine whether or not Mrs. Cribbs could be in danger? Students may say that the cub is too youngto harm the woman.
  • Next show the picture of George Damon Fuller feeding the adult bear. Is Mr. Fuller in any more danger than Mrs. Cribbs? How did you reach this conclusion? What information is missing from this photo that would help us answer that question?
  • Continue with the picture of the soldiers and chained bears, the bears on leashes, and Walter Berger with the bears in the zoo. Which of these photos depicts bears as harmless? Do any of the photos suggest that bears might be dangerous? What elements in the photos suggest danger or lack thereof?
  • Show the photo of the grizzly bear. Does this bear appear dangerous? Why? Do we have enough information from this photograph to declare the bear as dangerous?
  • Continue with the photos of the bear stealing food from the car and the bear stealing garbage from McDonald’s. Discuss conclusions that can be drawn from these photos.
  • Show the range of North American Bears on the map at the linked website. What citizens are most likely to encounter bears? Because we do not live in “bear country” when would we be most likely encounter a bear during our lifetime?
  • Despite the fact that bears have attacked humans, they have been protected by law. Why? Discuss concepts of the food chain and environmental impact of eliminating species seen as a threat.
  • At this point, ask whether most students would agree that bears are a threat to citizens living in the U.S.
  • Tell students that bear research has been ongoing for many years.Dr. Lynn Rogers, a volunteer biologist with the Wildlife Research Institute, claims that humans are more dangerous to other humans than black bears are to humans. Students will visit the WildlifeResearch Institute website to read about his research on blackbear behavior.
Assignment: Have students visit the websites listed, as well as others of their choice, to develop a compelling argument in support of or in disagreement with the following statement:
“North American bears are an increasing threat to urban America.”
Day Two:
  • Students will spend the class period in the computer lab visiting both the websites indicated and others of their choice collecting information on bear behavior and habitat. Caution students to collect information from reliable sources.
  • They will then prepare a 3-5 minute oral presentation defending their point of view.
Day Three and Four:
  • Students will be randomly chosen to present their findings to the class.
  • They will be evaluated according to the following rubric.

Evaluation Back to Navigation Bar
  • Student oral presentation based on rubric
  • Class discussion
  • Questions incorporated on test or quiz

Extensions / Back to Navigation Bar
For students who maintain that bears are a threat to urban America:
  • Find out what measures have been taken to bear-proof publiccampgrounds and communities near bear territory
  • Research what to do if a person accidentally encounters a bear
  • Research laws governing the hunting of bears. How will hunting bears impact the environment?
For students who maintain that bears are not a threat to urban America:
  • Research ways to educate the public concerning bear safety
  • Study primary sources from the Library of Congress.
  • Comparezoo exhibits featuring bears from The American Memory website and modern day bear exhibits at a local zoo.
  • Compare and contrast the habitats set up for the bear.
  • Find out the conditions that provide and optimal living environment for bears in captivity.

An Adventure of the American Mind

IllinoisStateUniversity