Little House in the Big Woods

On the western frontier, being self-sufficient was not just a choice but a necessity for survival. How does the Ingalls family display self-sufficiency throughout the story? What skills do they have to be self-reliant? Consider these points as you reflect on the text to answer the question.

• What specific skills does each family member contribute to the household?
• How are these skills and knowledge passed down among family members?
• What tools does the Ingalls family use to achieve self-sufficiency? Are these tools homemade or acquired from elsewhere?
• Besides physical skills, what emotional or mental traits do family members display that contribute to their self-sufficiency?
• How does the family’s self-sufficiency compare to what might be considered self-sufficient in today’s world? Are there skills that are lost, or new ones that have become essential?

Teaching Suggestion: Before the discussion, readers might benefit from a vocabulary lesson on key terms like “self-sufficiency,” “self-reliant,” and “homesteading.” To guide the discussion, you may wish to address each family member’s self-sufficiency separately. You could also structure the examples of self-sufficiency by seasons; this would help students find specific examples from the text. After this analysis question, you may wish to relate the Ingalls family’s experiences to the broader context of the American frontier and how self-sufficiency was a cornerstone of frontier life.

Differentiation Suggestion: Students with reading and executive function learning differences and English learners may need additional time and guidance to find relevant examples from the text. Consider using a graphic organizer to aid in finding specific examples of each character’s self-sufficiency. This graphic organizer could be organized by character, chapter, or season. Students may also benefit from sentence starters such as “(character) shows self-sufficiency by __________” or “(character)’s skill in ____________ helps them ____________ because ___________.”

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

ACTIVITY 1: “Diary Entries from Lottie”

In this activity, students will write diary entries from the perspective of Laura’s doll to convey information on frontier daily life through an eyewitness perspective

Imagine that you are Lottie, Laura’s doll. How might the world look different from the viewpoint of an inanimate object like Lottie? How would she “see” the world around her, “observe” Laura’s emotions, and “witness” the family’s tasks, struggles, and joys? In this activity, write a series of diary entries about the events in the novel from Lottie’s point of view. Include one diary entry per season in the novel.

• Brainstorm the significant events, daily chores, and emotional moments Lottie would have “experienced.”
• Choose one event or experience from each season on which to focus.
• Write one diary entry for each season. Think about what Lottie would have seen, felt, heard, smelled, and even tasted.
• In each diary entry, include observations of Laura’s actions and emotions, insights into the family dynamics, and thoughts on special or everyday events. Use descriptive language to bring the setting and experiences to life.
• Choose your favorite diary entry to read aloud to the class.

In your reading notes or journal, reflect on the challenges you encountered while trying to write from an inanimate object’s perspective. How did this activity make you think differently about Laura’s relationship with her doll?

Teaching Suggestion: This activity might be done in groups of two or four, with individuals selecting specific seasons to represent. The activity could also be shortened to include just one diary entry; if so, you may wish to have students all pick different events to write about. This will make presentations more engaging and allow students to gain a more complete perspective.

Differentiation Suggestion: For advanced and gifted program learners and exceptional writers who might benefit from an additional challenge, you may wish to extend the activity to include the perspective of Mary’s doll. Since the book is written from Laura’s point of view, it may be more challenging to write about Mary’s experiences; this extension offers students an opportunity to think about the relationship between Mary and Laura and compare how the sisters experience the events of the novel.

ACTIVITY 2: “Recipe Swap”

In this activity, students will adapt a modern recipe for the Ingalls family.

In this activity, explore the culinary world of Little House in the Big Woods by adapting a modern recipe to fit the lifestyle and resources of the Ingalls family. This exercise will provide deeper insight into the daily life challenges and limitations faced by families living in the pioneer era.

• Select a recipe that you or your family enjoys today. Write down the ingredients and steps on one side of a recipe card.
• Use your creativity and knowledge from the book to adapt that recipe as if you were cooking it in a home such as Laura’s in the 1870s. Think about the ingredients available and the ways in which the Ingalls prepared food. You may need to substitute ingredients or change cooking methods.
• Write down the adapted recipe on the other side of the card.
• Share your recipe with a partner. Discuss what changes you had to make to the original recipe.
• Share some of the most interesting or challenging adaptations with your class.

In your reading notes or journal, reflect on what these changes tell us about the differences in lifestyle, technology, and available resources.

Teaching Suggestion: Depending on the resources available to you, you may wish to have students recreate the adapted recipes. This could be a special event or extension activity. To create a lasting artifact for students to remember the unit, consider compiling all of the recipes into a booklet for students to keep.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. Ma and Pa Ingalls each have specific roles and tasks that reflect the gender expectations of their era.

• How do Ma and Pa differ in their responsibilities and activities? (topic sentence)
• Provide 3 examples from the text showing their different roles. Discuss each example and explain how it supports your topic sentence.
• In your concluding sentence or sentences, briefly explain how their different roles reflect the societal norms of the time.

2. Hunting is more than just a means of survival for the Ingalls family.

• How does hunting shape the lives and moral perspectives of the characters in the book? (topic sentence)
• Provide and discuss 3 examples of hunting scenes: one that shows its importance for survival, one that highlights a moral dilemma, and one that sheds light on how the characters view animals. 
• In your conclusion, briefly summarize how the characters’ relationship with animals changes as a result of hunting.

3. Wilder uses vivid imagery to bring the changing seasons to life.

• How does the author use imagery to depict the different seasons in the book? (topic sentence)
• Identify and discuss 3 instances from the text in which seasonal imagery is particularly striking or significant. Explain how this imagery contributes to the mood of the novel.
• In your conclusion, briefly explain how the imagery of the seasons connects to the theme of Family Life.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by textual details, and a conclusion.

1. Explore the role of Charlotte, Laura’s doll, as a symbol in the novel. How does Laura interact with Charlotte, and what do these interactions reveal about her character and emotional state? What does Charlotte symbolize regarding Laura’s character? As you develop your essay, include specific examples that illustrate how Charlotte’s symbolic significance changes throughout the book.

2. Explore the moral lessons that are both openly stated and subtly implied as taught to Laura and her sisters by their parents or through their experiences. How do these lessons contribute to their maturation and understanding of the world? As you formulate your essay, include three specific examples: one illustrating an explicit lesson taught through dialogue or action, one illustrating an implicit lesson learned through experience, and one where a moral lesson affects a significant life choice or realization for any of the young characters. Use specific examples from the text to strengthen your discussion points.

3. The Ingalls family navigates life with the limited technology available to them in the late 19th-century American frontier. Explore how these technological constraints impact their ability to communicate, travel, and accomplish daily tasks. Are there specific challenges or benefits that stem from their limited technological resources? Use examples from the text to support your points and supplement your analysis by researching the state of technology during this historical period.

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. How do the roles of Pa and Ma differ in the family?

A) Pa takes care of the house while Ma hunts.

B) Pa is portrayed as the emotional support, while Ma is the provider.

C) Pa often seeks adventure, while Ma seeks stability.

D) Pa gathers food while Ma goes to town.

2. What does Pa’s gun represent in the story?

A) The possibility of violence and chaos

B) A tool for survival and protection

C) Desire for rebellion against authority

D) A status symbol of wealth

3. What does the sugar snow signify in the story?

A) The unpredictability of nature

B) An additional burden on the family

C) A moment to pause and rest

D) The start of hardship

4. Why is the family’s interaction with other people so limited?

A) They are unwelcome in the community.

B) They prefer solitude over community.

C) It’s too risky due to rampant crime.

D) The isolation of their environment dictates it.

5. How does the bear encounter contribute to Laura’s perception of her father?

A) She sees him as vulnerable.

B) She sees him as courageous.

C) She starts doubting his abilities.

D) She finds him reckless and irresponsible.

6. What does the Ingalls family’s diet imply about their lifestyle?

A) They rely on local stores for food.

B) They are vegetarian.

C) They have a varied and exotic diet.

D) They depend on hunting and preservation.

7. What does the harvest season symbolize for the Ingalls family?

A) A time of abundance and storage

B) A season of scarcity and want

C) A period of leisure and relaxation

D) An era of uncertainty and fear

8. How does Mary’s demeanor contrast with Laura’s?

A) Mary is more adventurous; Laura is more cautious.

B) Mary is more practical; Laura is more imaginative.

C) Mary is more obedient; Laura is more rebellious.

D) Mary is more pessimistic; Laura is more optimistic.

9. Why does Pa bring home a pig’s bladder for Laura and Mary to play with after butchering?

A) He wants to teach them about anatomy.

B) He believes in utilizing all parts of an animal.

C) He thinks it’s a valuable toy.

D) He wants to test their courage.

10. What does Ma’s reaction to the bear imply about her role in the family?

A) She is the primary decision-maker.

B) She has a strong fear of wildlife.

C) She relies on Pa for safety.

D) She sees herself as the family’s protector.

Long Answer

Compose a response of 2-3 sentences, incorporating textual details to support your response.

1. What do the various chores assigned to Laura and Mary suggest about gender roles of the time?

2. How does the story show the duality of nature as both a provider and a threat?