1. To Build a Fire By Jack London (1902)
Jack London's startling, and even cold, observation of a man's foolish confidence in the face of nature's power forms the story "To Build a Fire." As the man and his animal companion take a less-traveled path to their Yukon camp, they step into a tale of wilderness survival and dire circumstances.

2. To Build A Fire http://www.jacklondons.net/buildafire.html
In this lesson, students will closely read "To Build a Fire," understand the use of narrative point of view, and debate the distinction between knowledge and instinct. After reading the story students will discover for themselves some aspect of the story “To Build a Fire”.

3. Vocabulary Intangible Chechaquo Niggerheads Monotonously Crypts Smote
Poignant
Threshing
Appeasingly
Mincingly
Vocabulary words that are used in the reading of “To Build a Fire”. Students will define the words and use them in a new sentence.

4. Yukon Territory You are a visitor to the Yukon.
The territory is unknown to you.
The temperature is fifty degrees below zero.
What three items would you most want with you to help you survive the freezing temperatures?
Discuss with students the setting of the story and the apparent knowledge of the traveler. What do they think it would be like? Can they imagine being in temperatures so cold? What would you want to do to familiarize yourself with your new surroundings?

5. Question For Thought How would you describe the man in London’s story?
How experienced and well prepared for this journey is the man?
Do you think a guide or a map would be handy to have?
What is the relationship of man and nature in London's short story "To Build a Fire"? In London's story, what is the difference between knowledge and instinct? Do you think you could handle the situation the traveler finds himself in?

6. Traveling Concerns
Being alone in the wilderness raises lots of concerns. In what order would you look to satisfy your survival needs? Food, water, fire, shelter. Which is the most urgent? Why?
How would you describe the man in London's story? How experienced is the man? Is he a novice? Prepared? What does the man seem to think of his own abilities? How does the man behave in relation to his environment?
Ask students to share their brief character assessments. After going over the basic characteristics of the man, turn students' focus to his relationship to the environment.

7. Things To Think About
List at least three things the traveler does wrong?
What sort of foreshadowing do you get from the descriptions of the dog?
How would the story change if told from a different point of view?
Students may have noticed by now that the man is cheerfully unaware of the situation that he is in during the first section of the story. Ask students to point to specific passages that allow them to know this information. Students might point out, for example, that "the animal was depressed by the tremendous cold." They might also point out the man's recollection of how he laughed at the "that man from Sulphur Creek [who] had spoken the truth when telling how cold it sometimes got in the country."
For an extended exercise, ask students to cut and paste the online version of the story in a word processing document. Using a highlighting tool, students can color code the narration as they are reading the story. [Note: students can conduct this activity with print copy of the story using one or two highlighter colors.] Ask students to mark each time the narrator
has knowledge unknown to the characters themselves
provides his own commentary. Identify passages in the story where the narrator either has knowledge unknown to the characters themselves or where the narrator provides his own commentary.
How would you describe the tone of the narrator?
Does the narration foreshadow subsequent events? How?
How does the narrator feel about the character(s) at this point in the story?

8. Questions For Thought
What person or thing would you miss the most from home?
What is your most comforting item? Why?
Students will likely point out that the man was initially established as the master of the dog. The narrator discussed the "whip lash" and the "harsh and menacing throat sounds" the man used towards the dog, which even convinced the dog to risk its life for the man. Students should be able to point out several passages that establish what the dog knew about the weather and landscape that was not obvious to the man. They should highlight a key passage:
"On the other hand, there was no keen intimacy between the dog and the man… so the dog made no effort to communicate its apprehension to the man."

9. Get Ready To Discover We will break into 4 groups of 4-5.
Each group will take a topic to research on the Internet we will spend the rest of class today and the next two days researching and preparing to share what you’ve discovered with your classmates.

10. The Assignment
Find as much information as you can in two days. You will present your findings to class. You may use any means to display and present your information. Be creative!

11. Assignment Topics Author – Jack London The Yukon Territory Frostbite
Hypothermia
Wilderness Survival
Emergency Preparedness
Snow Travel

12. Credits
Story London, Jack To Build A Fire (1902) Youths Companion May 29, 1902 Images Microsoft clip art pixdaus.com grizzlymedia.wordpress.com movingincanada.com 280slides.com waynehodgins.typepad.com practicalsurvivor.com bible.ca fashionmas.com virtualad.com.cn symonsez.wordpress.com mckinley.illinois.edu

13. Credits Images Continued east-buc.k12.ia.us agas-lizard.blogspot.com
waterford.k12.mi.us
grangerhomestead.org
tvshowsondvd.com
Sounds
Fish and Wildlife Service (wolves)
Animals Pictures Archives Animal Sounds (owls)
Soundhunter.com (wind)
The Recordist (crackling ice)