Learning Module: American History Through Myths & Folklore
Learning Module
- Creator(s):
A successful learning environment that has a lasting impact on student retention must create opportunities for students to become engaged in the material. Engagement is created through student interest, relevancy in the material, and ownership of the student in the learning process. This learning module incorporates the history of various myths, folklore, and legends to create a series of stories through the lens of an American History class. Unlike most other history classes, these lessons and topics being covered will not be in chronological order. Goals, objectives, and standards will be the same as in a traditional history classroom. However, the means to achieve these learning goals and objectives will be very different from a traditional lesson and focus on stories from American history. Although these stories have been passed down through generations and are sometimes fictitious, they often can lead to a much truer and engaging story of America’s past. So many history teachers struggle with making the content they teach interesting and enjoyable for their students. Teaching history and meeting course objectives through learning about American myths and folklore can spark relevance, and interest, and have a longer impact on student retention.
Using various types of pedagogical approaches, students will learn about a variety of topics in history with the end goal of maximizing student success through not only didactic approaches but also authentic and reflexive types of teaching that lead to more meaningful and lasting instruction. By the end of this unit, students will be able to demonstrate their knowledge of not only certain aspects of American history but also the purpose of myths and folklore. This learning module and these updates will reflect a newly created unit for a secondary American History course that I have created. Goals and objectives will match up to both state standards for history classes, as well as district standards. A successful learning experience is centered on the student’s own learning creating a balanced approach of pedagogical principles that is reflexive in nature (Kalantzis & Cope, 2020). Teaching through a wide range of pedagogical practices gives more opportunities for student success in achieving overall goals and objectives. Teaching history through the lens of mythology and folklore often sparks interest among students toward the historical subject matter which leads to a more lasting knowledge of the material. This unit of study showcases that teaching is indeed an art form. Yes, other elements are critical to have effective pedagogy. However, the material must be presented in a creative way to maximize student interest and attention. The following video describes the importance effective pedagogy.
Learning Targets:
Students will be able to identify and assess the origins of American folklore and connect American mythology to the psyche of the human mind.
Students will be able to identify various Native American tribes and connect their religion, customs, and ethics to various forms of mythology and folklore.
Students will be able to assess the impact of Native American culture, and Spanish exploration with regard to the emergence of Hispanic folklore and mythology in North and Central America.
Students will be able to analyze early “American” mythology and folklore and connect it to various historic events that shaped the formation and identity of the United States.
Students will be able to connect various European mythologies and folklore with the effects of 19th-century immigration patterns into the United States.
Students will be able to critique the concept of manifest destiny and connect westward expansion with various elements of early 19th-century American folklore.
Students will be able to identify various African mythologies and folklore and assess their effect on the culture of 19th-century American slaves.
Learning Target: Identify and assess the origins of American folklore and connect American mythology to the psyche of the human mind.
Please complete the Pre-Course Survey of prior knowledge regarding the material in Update 1.
American folklore and mythology have lasted for hundreds of years. What does the word “American” mean when it comes to these concepts? Does the United States of America have its own history and folklore? Or, is the United States too young of a country, and are these tales and stories actually a mixture of other people’s history and culture? Read the journal titled American Folklore & American Studies. Answer the questions below in at least one paragraph each.
The following video from The Mythology of America: American Folk Heroes Series discusses the origins of American mythology and folklore. While watching this video take notes and answer the following questions:
1. What is the purpose of mythology and folklore?
2. Why do people believe in these stories?
3. What do these stories tell us about the people that created them?
The following video titled The Film That Made Bigfoot A Star shows the history behind one of the most notorious images regarding folklore legends. The story of Bigfoot encompasses American folklore and its connection to the psyche of the human mind. No other character has sparked more interest with so little proof of its existence than Bigfoot. Watch the video below and answer the following questions:
1. Do you believe Bigfoot is real?
2. Why do people believe in Bigfoot?
Create an Update: In your own words tell us whether or not you believe that America has its own folklore and mythology. Why do Americans believe in these tall tales? Does the United States have a rich history of its origins? Or, is the United States too young of a country, and its mythology and folklore actually a hodgepodge of other people's cultures and history?
After you have completed your update, respond to at least two classmates' updates. Explain why you agree or disagree with your peers' analysis.
Learning Target: By the end of this update, students should be able to identify and assess the origins of American folklore and connect American mythology to the psyche of the human mind.
Pedagogy: Students will need to take the pre-course survey regarding prior knowledge of the material in Update 1. After the survey is taken start this unit off by asking students to write down any stories they have heard that might constitute a myth or folklore. Then have students get into small groups and ask them what the purpose of a myth or folklore is. Why do these stories exist? How can these stories tell us about the past, and tell us about the groups of people creating these stories? Students will need to analyze whether or not American folklore actually exists. This unit covers various types of folklore from different groups of people. The only common denominator from all of them is that they were created in North America. Some historians believe the United States is too young of a country to have its own folklore. Others believe in fact it has many stories of origins and legends that constitute both mythology and folklore.
Students will read the article titled American Folklore and American Studies. After reading this article they will answer a series of questions about the material. Students will then watch a series of videos describing what myths and folklore are, and what purpose they serve. Students will then create their own updates and discuss with classmates whether America has its own folklore.
Learning Standards:
9-12.AH.1.CC.A:
A. Create and use tools to analyze a chronological sequence of related events in United States’ history.
9-12.AH.1.CC.B
Explain connections among historical context and peoples’ perspectives at the time in United States’ history.
6-8.AH.1.CC.C
With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product that applies an aspect of American history prior to c. 1870 to a contemporary issue.
6-8.AH.1.CC.D
Using an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of view represented in the resources.
Learning Target: Identify various Native American tribes and connect their religion, customs, and ethics to various forms of mythology and folklore.
Please complete the Pre-Course Survey of prior knowledge regarding the material in Update 2.
Native American folklore and mythology consist of myths and legends that explain natural phenomena and the relationship between humans and the spirit world. Many Native American cultures were considered animists believing that objects, places, and creatures possessed a distinct spiritual essence. The relationship between humans and animals is often prevalent. The narratives of these tales are rooted in their religion, ethics, and belief systems. Common elements of symbolism include; seasons, weather, plants, animals, Earth, water, sky, and fire.
The notes below explain the history and connection between Sasquatch and Native American tribes specifically in the American Northwest.
There is always a purpose to mythical figures. Native American folklore and mythology is no different. Often these characters are passed down through oral traditions. These tales can tell a lot about where Native American tribes come from, and what their culture was like. Some figures such as the Wendigo teach morals and norms to the tribe’s people, especially children. The Wendigo can be a creature or evil spirit with human characteristics. Native American tribes used the story of the Wendigo to teach children to behave. If you were bad and deviated from societal norms, then the Wendigo would get you!
The notes below describe the mythical figure known as the Wendigo. By evaluating what the Wendigo was, you can understand what was important to the tribes that believed in it.
The following video titled the Wendigo shows the connection between Native American tribes and their mythical legends. After watching the video answer the following questions:
1. What does the Wendigo tell us about the Algonquian people?
2. Where did the Algonquians live? Why would they need a mythical figure such as the Wendigo?
The notes below describe the Navajo people. One set of mythical figures from their tribe was known as Skinwalkers. By understanding the purpose of a Skinwalker one can also understand the culture of the Navajo people.
The following video from Animal Planet shows the history of the Skinwalker. After taking notes from the slides above regarding the Navajo people, watch the video and answer the following questions:
1. What is the purpose of a Skinwalker?
2. Who could become a Skinwalker in Native American culture?
The image below shows various Native American tribes throughout North America. Be sure to examine the map and take notes of five different tribes you would like to research further.
Create an Update: Reseach five Native American tribes of your choosing. Using your notes and the information you have learned, refute the quote below in paragraph form. Be sure to include at least 5 examples in your answer with a minimum of 150 relevant words.
Quote: "There were few differences between early Native American tribes. Their belief systems, as well as their political and cultural structures were pretty much the same."
After you have completed your update, respond to at least two classmates' updates. Explain why you agree or disagree with your peers' analysis.
Learning Target: By the end of this update students should be able to dentify various Native American tribes and connect their religion, customs, and ethics to various forms of mythology and folklore.
Pedagogy: Students will need to take the pre-course survey regarding prior knowledge of the material in Update 2.This unit analyzes various Native American groups, their history, and their link to mythology and folklore. Students will look at various mythical legends and connect these characters to Native American tribes and belief systems. Students will examine various notes over Native American mythology. The end result will be for students to compare and contrast various Native American tribes. A series of videos will be shown that students must watch and answer questions related to the material. Students will then be asked to debunk a claim made that all Native American tribes are the same. Once they have debunked this claim in a discussion format, they will assess other student’s answers and respond to at least two of them accordingly.
Learning Standards:
6-8.AH.2.CC.A
Trace the causes and consequences of indigenous peoples arriving in the Americas beginning c. 15,000 BCE.
6-8.AH.2.CC.C
Trace the causes and consequences of conflict and cooperation between Native Americans and North and South American colonists using multiple viewpoints.
9-12.AH.1.CC.A:
Create and use tools to analyze a chronological sequence of related events in United States’ history.
Explain connections among historical context and peoples’ perspectives at the time in United States’ history.
6-8.AH.1.CC.C
With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product which applies an aspect of American history prior to c. 1870 to a contemporary issue.
6-8.AH.1.CC.D
Using an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of views represented in the resources.
Learning Target: Assess the impact of Native American culture, and Spanish exploration with regard to the emergence of Hispanic folklore and mythology in North and Central America.
Learning Target: Identify various African mythologies and folklore and assess their effect on the culture of 19th century American slaves.
Please complete the Pre-Course Survey of prior knowledge regarding the material in Update 3.
Hispanic folklore often takes shape from various elements of the story teller's environment. These stories are a hodgepodge of both Spanish and Native American folklore. By studying the history of these stories and legends one can understand the groups of people behind these stories. Much like Native American folklore, these stories are often passed down orally and serve a purpose to the storyteller.
The notes below explain the history of the Aztec people and their connection to Spanish colonization along. It also shows the significance of Spanish conquistador Hernan Cortes. Through this connection the mythical figure known as La Llorona was created. La Llorona represents the mixture of Native American mythology with Spanish storytelling.
The following video titled The Legend of La Llorona discusses the history of the Aztec empire, and its connection to Spanish colonization. Through this connection was the creation of the mythical figure known as La Llorona. While watching this video take notes and answer the following questions:
1. Who were the Aztecs?
2. Where does the legend of La Llorona come from?
African-American folklore has a mixture of tales brought over from Africa, as well as stories that were developed in America. Slavery would be imbedded into American society from the formation of the original colonies, into the end of the Civil War. By the mid 1700s African chattel slavery had replaced white indentured servitude. Slavery would be a constant theme in African-American folklore and mythology. These folktales and stories were rich in oral tradition. Most slaves couldn’t read or write so these oral tales helped save some of their history. Themes regarding African-American folklore included; tales of origins, mythical beings, trickery, triumph over evil, life lessons, and slavery.
The notes below explain the history behind Br'er Rabbit and his connection to African slavery. Historians often attribute the story of Br'er to a slave who uses trickery and always outsmarts his enemies. For slaves telling the story of Br'er Rabbit, the enemies were often the slave owners.
After writing down the notes above, watch the following video from Disney's Song of the South. This cartoon shows the character known as Br'er Rabbit. While watching this video take notes and answer the following questions:
1. Who does Br'er Rabbit represent?
2. Who does the fox and bear represent?
Read the journal below titled American Folklore & American Studies. Answer the questions in at least one paragraph each.
Create an Update: Research one myth or folklore story of your choosing. It can be from Hispanic, or African-American history. Describe the origins of the story and its purpose in paragraph form.
After you have completed your update, respond to at least two classmates' updates. Explain why you agree, or disagree with your peers' analysis.
Learning Target: By the end of this update students should be able to assess the impact of Native American culture, and Spanish exploration with regard to the emergence of Hispanic folklore and mythology in North and Central America.
Learning Target: By the end of this update students should be able to identify various African mythologies and folklore, and assess their effect on the culture of 19th century American slaves.
Pedagogy: Students will need to take the pre-course survey regarding prior knowledge of the material in Update 3.This unit examines the impact of both Hispanic mythology and African folklore in North America. Students will look at both the origins of Spanish colonization, and African slavery, then analyze the culture of these two groups and their influence on American history. Students will examine various notes, and watch videos of folklore and the legends that encompass these stories. The characters of these stories represent Spanish and African mythology. Students will answer questions for each lecture note and video they watch. For the culminating event students will research a myth or folklore of their own choosing and describe its importance to the culture of the people that created it. Students will also connect the impact of these stories on American history.
Learning Standards:
9-12.AH.1.CC.A:
A. Create and use tools to analyze a chronological sequence of related events in United States’ history.
9-12.AH.1.CC.B
Explain connections among historical context and peoples’ perspectives at the time in United States’ history.
6-8.AH.1.CC.C
With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product which applies an aspect of American history prior to c. 1870 to a contemporary issue.
6-8.AH.1.CC.D
Using an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of views represented in the resources.
6-8.AH.1.CC.B
Explain connections between historical context and peoples’ perspectives at the time in American history
6-8.AH.1.CC.C
With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product which applies an aspect of American history prior to c. 1870 to a contemporary issue.
6-8. AH.5.CC.A
Analyze political compromises over slavery in the territories to explain intensifying sectional conflicts
Learning Target: Analyze early “American” mythology and folklore and connect it to various historic events that shaped the formation and identity of the United States.
Learning Target: Connect various European mythologies and folklore with the effects of 19th century immigration patterns into the United States.
Please complete the Pre-Course Survey of prior knowledge regarding the material in Update 4.
.jpg?Expires=1716555402&Signature=BQKmaHoqQQRcuWHjKgiE7UL0k2lUgFcXFYA1-0Nin7x9u-HDsce9BTjma8IIVm2zDRLxRlzhKwQtZ5GRf6ZA8cmBT6HNsf3c5QXWRLd8a-HCGJSpy3YoK-FcucEymjWq4oQeBG1U8es2XTEkJKY1KJbbMEp-UiMKJxrC-3sfmoO45GMa1DSVjnY2yyPF636P8eV2qACNqrqXWGuPjsKbmUkzXOfsexRH51CtuufgcyvTRLFxUxSnc41tAtXuMheNBsLd8x9Mv9MB3SyKPHQb2pzDGzG5SjsuY4wPppjLt7ZSuILSkiuW1AvVMfDT7AZdvSsk-pvlFKJUU0Nc2ZoT9A__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
The origins of American folklore were heavily influenced by early European settlers. These expressive bodies of culture created a narrative of who Americans were, and where they came from. Their stories are often glorified and recreate myths and legends that greatly embellish the existence of America’s earliest founders. Early North American colonization had many varying elements that determined its makeup. This colonization created stories, myths, and characters that were related to the following: European origins, customs, influence of the Founders, religion, Native American resistance, and agriculture.
The following video titled Adam Ruins Everything - The Disturbing History of the Pilgrims shows various pieces of history regarding the pilgrims that are often left out of the history books.. After watching the video answer the following questions:
1. How is the information in this video different from what you learned as a child regarding the Pilgrims and Thanksgiving?
2. Why do you think the stories of the Pilgrims have been embellished?
There was no greater event to create an American identity more so than the American Revolution. Many of the stories we learn as children never actually happened the way we were taught. These stories often create an “American hero” that help generate patriotism among the intended audience. For the most part, many Americans didn’t unite to fight the British for liberty against tyranny. The South’s primary motive was to ensure slavery would endure. Many elitists in the North were driven to fight to protect their own economic interests on both sides.
The following notes show the story of the American Revolution and Paul Revere. Although Paul Revere's famed ride did take place, much of that story has been left out of the history books.
The following video titled Adam Ruins Everything - The Midnight Ride of Paul Revere shows various pieces of history regarding the American Revolution and Paul Revere. After watching the video answer the following questions:
1. Did Paul Revere yell "The British are coming" during his ride?
2. How is this story different than what children learn about Paul Revere?
The following notes describe the fictional character known as Molly Pitcher. Most likely this character was created from a series of women during the American Revolution. Take notes on where Molly Pitcher came from.
The following video titled Molly Pitcher, Folk Hero of the Revolutionary War shows the history behind the creation of a fictitious war hero. After watching the video answer the following questions:
1. Who really was Molly Pitcher?
2. Why was her character created?
European immigration greatly shaped America's origins and the folklore that surrounded it. Waves of immigrants began pouring into the United States in the 19th century. Between 1820 and 1930 4.5 million Irish migrated to the United States. Between 1850-1930 5 million Germans would do the same. Motives included cheap land, the industrial revolution, and escaping religious prosecution. These immigrants would bring their customs, folklore, and mythology with them. Some of these stories would be morphed into American versisions of their European counterparts.
The following video titled the Original Headless Horseman shows the impact European immigration had on American culture. After watching the video answer the following questions:
1. Where did the story of the Headless Horseman originate from?
2. How was this horseman different from Washington Irving's version?
Create an Update: Answer the following questions in paragraph form. Should American history be taught with a patriotic spin? Many history textbooks, especially for children paint the American Revolution as a battle between freedom and tyranny. Should history teachers teach the origins of the United States through a patriotic lens? Or should the facts just be taught? Be sure to use examples you have learned from this update to back up your statements.
After you have completed your update, respond to at least two classmates' updates. Explain why you agree or disagree with your peers' analysis.
Learning Target: By the end of this update students should be able to analyze early “American” mythology and folklore and connect it to various historic events that shaped the formation and identity of the United States.
Learning Target: By the end of this update students should be able to connect various European mythologies and folklore with the effects of 19th century immigration patterns into the United States.
Pedagogy: Students will need to take the pre-course survey regarding prior knowledge of the material in Update 4.This unit assesses the historical significance of the American Revolution and its aftermath. Students will need to compare and contrast various historical elements and identify what stories are accurate, and what stories have been embellished with regard to the formation of the United States. Students will need to answer why this time period has so many stories that are not quite accurate. Students will examine various notes and watch videos regarding the origins of the United States. For the culminating event, students will discuss with their classmates whether American history should be taught with a patriotic spin to it, or whether it should be presented exactly how it was.
Learning Standards:
6-8.AH.3.CC.A
A. Trace the events leading to escalating conflict between Great Britainand the colonies, from multiple viewpoints.
6-8.AH.3.CC.B
Analyze the Declaration of Independence to determine the historical context and political philosophies that influenced its creation.
6-8.AH.3.CC.C
Evaluate the strengths and weaknesses of the American colonies and Great Britain to explain the American victory in the Revolution.
6-8.AH.3.CC.E
Evaluate the responses of early American leaders to the social, political, economic and religious challenges facing the new nation.
9-12.AH.1.CC.A:
A. Create and use tools to analyze a chronological sequence of related events in United States’ history.
9-12.AH.1.CC.B
Explain connections among historical context and peoples’ perspectives at the time in United States’ history.
6-8.AH.1.CC.D
Using an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of views represented in the resources.
Learning Target: Critique the concept of Manifest Destiny and connect westward expansion with various elements of early 19th century American folklore.
Please complete the Pre-Course Survey of prior knowledge regarding the material in Update 5.
American folklore in the early 19th century often accompanied American innovation and historic accomplishments. Folklore being tide to these accomplishments would often justify the means it took to achieve these accomplishments. The question of “Does the end justify the means” often accompanied American achievement in the 19th century.
The term Manifest Destiny was first coined by John O’Sullivan in 1845. The idea meant that the U.S. is destined by God to spread its dominions, capitalism, and democracy across the continent. It at times promoted racial and religious superiority. There is no greater example in American history of “Does the end justify the means.” This concept began with the Louisiana Purchase in 1803. Analyze the painting below from 1873 titled American Progress. Write down everything you see of significance from that image with regard to Manifest Destiny.
One of the biggest pieces of Manifest Destiny was the Northwest Ordinance of 1787. This piece of legislation ceated a government in the Northwest frontier that included the futures states of Ohio, Michigan, Indiana, Illinois, and Wisconsin. The Ohio Company promised 100 acres of land to any settler that had 50 apple trees on their land. This is where the story of Johnny Appleseed originated from.
After taking notes from the lecture notes above, watch the following Disney production of Johnny Appleseed. After watching the video write down three things the cartoon got right about John Chapman, and three things it got wrong.
Create an Update: Using the link below to explain the history behind Manifest Destiny and its origins. Identify whether you think the end justifies the means with regard to this concept. In other words, does the creation of the United States justify the means it took to achieve this goal?
After you have completed your update, respond to at least two classmates' updates. Explain why you agree, or disagree with your peers' analysis.
Learning Target: By the end of this update students should be able to critique the concept of manifest destiny and connect westward expansion with various elements of early 19th century American folklore.
Pedagogy: Students will need to take the pre-course survey regarding prior knowledge of the material in Update 5. This unit analyzes themes and concepts of early 19th century American history. Students will examine Manifest Destiny and connect it to various folklore and mythology that is associated with westward expansion. Students will examine lecture notes and watch videos of folklore and legends regarding various characters in early American history. Students will answer questions for each lecture note and video they watch. For the culminating event, students will discuss whether or not the end justifies the means with regard to Manifest Destiny. After researching the history of manifest destiny students will need to critique American policies during this time period.
Learning Standards:
6-8.AH.4.CC.A
Analyze the expansion of the United States in the early nineteenth century to trace U.S. growth and form hypotheses about future conflicts.
6-8.AH.3.CC.E
Evaluate the responses of early American leaders to the social, political, economic and religious challenges facing the new nation
6-8.AH.4.CC.C
Analyze the forced removal and resettlements of Native Americans to determine its impact on their cultures and civilization.
6-8.AH.1.GS.A
Analyze laws, policies, and processes to determine how governmental systems affectindividuals and groups in society in American history prior to c. 1870.
9-12.AH.1.CC.A:
A. Create and use tools to analyze a chronological sequence of related events in United States’ history.
9-12.AH.1.CC.B
Explain connections among historical context and peoples’ perspectives at the time in United States’ history.
6-8.AH.1.CC.C
With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product which applies an aspect of American history prior to c. 1870 to a contemporary issue.
6-8.AH.1.CC.D
Using an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of views represented in the resources.
Learning Target: Create a story that represents American mythology or folklore. The story must be based on a real story or legend from American history. You must connect this folklore tale or mythological figure to a historical event in American history.
Create an Update: Using the link below choose a story that you can recreate in a children's book. The book you make must be simple enough so that a child could understand it. Be sure to follow the rubric to get full points. This project must evaulate the impact of American history, and explain the origins of the people who created this story.
Link: American Folklore Stories
You project will be peer reviewed and go through revisions before you turn in the final copy.
Learning Target: Students will create a story that represents American mythology or folklore. The story must be based on a real story or legend from American history. Students must connect this folklore tale or mythological figure to an historical event in American history.
Pedagogy: The culminating event is intended to showcase students’ knowledge in a piece of American history of their choosing. This event represents an authentic form of pedagogy sparking student interest, and creating a more meaningful learning environment. This project evaluates the impact of cultures and certain groups of people in American history. Students will research different American mythology and folklore and recreate a story that interests them. This story should be written with the intended audience of a child. It is important to note that students must also identify whether or not American mythology and folklore actually exist. This part of the project can be done in the preface of the book itself. Students can create this book on paper, or digitally. The rubric should be stressed to each student before they begin.
Learning Standards:
9-12.AH.1.CC.A:
A. Create and use tools to analyze a chronological sequence of related events in United States’ history.
9-12.AH.1.CC.B
Explain connections among historical context and peoples’ perspectives at the time in United States’ history.
6-8.AH.1.CC.C
With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product which applies an aspect of American history prior to c. 1870 to a contemporary issue.
6-8.AH.1.CC.D
Using an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of views represented in the resources.
6-8.AH.1.CC.B
Explain connections between historical context and peoples’ perspectives at the time in American history
6-8.AH.1.CC.C
With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product which applies an aspect of American history prior to c. 1870 to a contemporary issue.
AnimalPlanetTV. (2009, April 15). Skinwalker [Video]. YouTube. https://www.youtube.com/watch?v=Xwvzxgsq1I0&t=67s
Apple Orchard & Farm Park in Sturtevant, WI. Apple Holler. (2022, September 20). September 23, 2022, http://www.appleholler.com/
Bauman, R., Abrahams, R. D., & Kalcik, S. (1976). American folklore and American studies. American Quarterly, 28(3), 360. https://doi.org/10.2307/2712518
BiographyChannel. (2018, March 15). Molly Pitcher, folk hero of the Revolutionary War | Biography. [Video]. YouTube. https://www.youtube.com/watch?v=ykOU714mVPg&t=4s
Birth of old glory 1777 by science source. Pixels. (n.d.). September 22, 2022, https://pixels.com/featured/birth-of-old-glory-1777-science-source.html
Collegehumor. (2018, March 20). The midnight ruin of paul revere (with Chris Parnell) | Adam Ruins everything. {Video]. YouTube. https://www.youtube.com/watch?v=mx15T7C0UaY&t=106s
Cope, B., & Kalantzis, M. (2016, October 3). 1.2 Teaching as an art and science. [Video].YouTube. https://www.youtube.com/watch?v=ProCXhm8lJY
Disney. (2021, November 7). 'Song of the South'- Briar Patch scene. [Video]. YouTube. https://www.youtube.com/watch?v=7Z2kI-Z1O10
Disney. (2022, May 24). Walt Disney Legend of Johnny Appleseed 1948. [Video]. YouTube. https://www.youtube.com/watch?v=kloQqdrnHkM&t=192s
dos Reis dos Santos , J. (2018, October 8). How African American folklore saved the cultural memory and history of slaves. The Conversation. September 22, 2022, https://theconversation.com/how-african-american-folklore-saved-the-cultural-memory-and-history-of-slaves-98427
History Collection. (2021, September 4). 18 Spooky Native American monsters that will keep you awake at night. History Collection. September 22, 2022, https://historycollection.com/18-spooky-native-american-monsters-that-will-keep-you-awake-at-night/
Independence Hall Association. (n.d.). Manifest destiny. ushistory.org. Retrieved September 22, 2022, from https://www.ushistory.org/us/29.asp
Legends of america. Legends of America. (n.d.). September 21, 2022, http://www.legendsofamerica.com/
The Library of Congress. (n.d.). American Progress. September 23, 2022, https://www.loc.gov/item/97507547/
Missouri Department of Education. (n.d.). Social Studies MLS Crosswalk - Government. Social Studies MLS Crosswalk - Government | Missouri Department of Elementary and Secondary Education. September 21, 2022, from https://dese.mo.gov/media/pdf/cur-mls-crosswalk-ss-govt
Myths & Legends. Myths & Legends at Americanfolklore (n.d.). September 22, 2022, https://americanfolklore.net/folklore/myths-legends/
OPBWeb. (2019, April 12). The film that made Bigfoot A star. [Video]. YouTube. https://www.youtube.com/watch?v=xVo6Vj0_Xbo
Public Broadcasting Service. (2019, April 24). The original headless horseman | Monstrum. [Video]. YouTube. https://www.youtube.com/watch?v=S91lr1mnF3o&t=240s
Public Broadcasting Service. (2019, August 28). Windigo: The flesh-eating monster of Native American legend | Monstrum. [Video]. YouTube. https://www.youtube.com/watch?v=guiuXIMZ2vE&t=16s
Public Broadcasting Service. (2019, July 3). The legend of La Llorona | Monstrum. [Video]. YouTube. https://www.youtube.com/watch?v=RR1rILLuUzE&t=248s
Tale Foundry. (2016, July 26). The Mythology of America - American Folk Heroes Series. [Video]. YouTube. https://www.youtube.com/watch?v=_zEmpVDElEY
TruTVnetwork. (2018, March 22). Adam ruins everything - the disturbing history of the pilgrims | trutv. [Video]. YouTube. https://www.youtube.com/watch?v=Ld3Biwal7eg&t=1s