COURSE TITLE:
AMERICAN FOLKLORE: A Human Experience
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
SHERRY BOZORTH, M.A.I.S.
360/225-6186
bozdv54@gmail.com
60
60
COURSE DESCRIPTION:
The culture of folklore is the passing of human experience from generation to generation through oral
tradition. The culture of folklore provides a sense of one’s place in a society and a sense of meaning in
life and actions. Folklore serves to develop flexible thinking and decision making since it is open to the
listener’s interpretation. And folklore is entertaining, delighting in the challenges and wonder of the human
experience.
This course will explore American folklore through stories, songs, poems, art, and their reflection in
society. This course is appropriate for all ages of students.
Required Text: From Sea to Shining Sea: A Treasure of American Folklore and Folk Songs,
compiled by Amy L. Cohn, Scholastic Inc., New York, 1993. Available Amazon.com, used for
approximately $1.00
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. A general knowledge of American folklore, it’s oral traditions, and its societal import
2. A knowledge of how the culture of folk songs and tales, old wives tales and proverbs reflect daily
life.
3. A knowledge of how to incorporate the components of folk lore into your curriculum
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participant’s their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochures and/or Web pages) may be submitted as substitute assignments with
the instructor’s prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED READING:
From Sea to Shining Sea: A Treasure of American Folklore and Folk Songs, compiled by Amy L. Cohn,
Scholastic Inc., New York, 1993. ISBN-10: 0590428683. Approximately $1.00 available at Amazon.
MATERIALS FEE:
$1 + shipping from Amazon.com for the required text listed above
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Describe in 1-2 pages your current teaching situation and your interest in American folklore: stories,
songs, poems, art, and what knowledge you wish to acquire from this course.
Send to instructor: bozdv54@gmail.com subject line to read “folklore #1”
Assignment #2:
Read the introduction in the required text on pages xiii-xv. Make an outline or write a summary. (1 page)
Send to instructor: bozdv54@gmail.com subject line to read “folklore #2”
Assignments #3:
Research and describe the similarities and differences in the terms “legend” and “history.” (1-2 pages)
Send to instructor: bozdv54@gmail.com subject line to read “folklore #3”
Assignment #4:
• Write a one paragraph definition of oral tradition.
• Almost 100 versions of the folk song "Barbara Allen" have been discovered. Locate at least three
versions, copy and paste the lyrics into a word document, compare the lyrics (similarities,
differences.) (2-3 pages)
• Choose one story from the required text to read or tell to students, family or friends. Then have
someone repeat the same story aloud to the group. Reflect on how the story changed or was
embellished. (1 page)
• Send to instructor: bozdv54@gmail.com subject line to read “folklore #4”
Assignment #5:
• Explore and select six stories, each from a different section of the required textbook. Write a
oneparagraph synopsis of each story, listing characters, quotes, events, etc., that stretch the
imagination.
• Using the library or internet, research the history and origins of each story. (1-2 pages)
• In one paragraph describe any personal experiences you may have with each story, such as
where/if you heard it before, who was the storyteller, etc.
• Using Google Images, or a search engine of your choice, copy and paste a folk art picture to
accompany each story.
• Send to instructor: bozdv54@gmail.com subject line to read “folklore #5”
Assignment #6: (1-2 pages)
• Explore and select six songs, each from a different section of the required text book. Write a one
paragraph synopsis of the story in the song lyrics. Using the internet or library, research the
song’s history and origin.
• Using Google Images, or a search engine of your choice, copy and paste a folk art picture to
accompany each song.
Send to instructor: bozdv54@gmail.com subject line to read “folklore #6”
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Assignment #7: Old Wives Tales and Proverbs
• From memory, make a list of old wives tales and proverbs you grew up with. Research the origins
of each. (1 page)
• Using the internet or library, research and list at least five old wives tales and/or proverbs that are
new to you. (1 page)
• Interview 2-3 family or friends asking them about old wives tales and proverbs they have heard
and what they think each means.
• Reflecting on how folk tales, songs, proverbs and old wives tales are passed on through oral
tradition, write a new proverb or old wives tale. Tell it to at least two people, asking them to repeat
it to one or two others. Write a one paragraph response as to people’s reaction.
Send to instructor: bozdv54@gmail.com subject line to read “folklore #7”
Assignment #8:
Go to website (http://www.americanfolklore.net/ss.html), click on “U.S. Folklore” for the state in which you
teach, and then click on the title of the stories listed and read about each one. Do the same for at least
one neighboring state. Attempt to locate local folklore of your city or county. Ask students, family, or
friends to recall folkore they are familiar with. Make a list or outline of characters, dialog/slang, story
setting/location, etc., that reflect the state’s geography, animal/plant life, history and other
Send to instructor: bozdv54@gmail.com subject line to read “folklore #8”
Assignment #9:
Roanoke Island
• Read the story of Roanoke Island: http://en.wikipedia.org/wiki/roanoke_Colony
• Read the five theories as to what happened to the settlers. Make a list of pros and cons that
support each theory with your students, friends, or famkly: http://theshadowlands.net/roanoke.htm
• Locate and view at least three short videos on YouTube about the lost colony of Roanoke.
• Write a one-act play or skit for two of the theories that are age-appropriate for your students.
Several examples are on YouTube. OR Write a poem, song, or rap about two of the theories.
Send to instructor: bozdv54@gmail.com subject line to read “folklore #9”
Assignment #10: (choose one)
“D.B. Cooper”
• Read information at Wikipedia http://en.wikipedia.org/wiki/D._B._Cooper
• Listen to various versions of songs written about “D.B. Cooper” at itunes.com (“Ballad of D.B.
Cooper”, etc.) or at YouTube http://www.youtube.com/watch?v=_OEVQT34Y34&feature=related
(Find a version that is age-appropriate for your students.)
• View the "In Search Of" series of three videos about D.B. Cooper
a) https://www.youtube.com/watch?v=RR9fBUidiik (part 1)
b) https://www.youtube.com/watch?v=g7qBGlDqg9Y (part 2)
c) https://www.youtube.com/watch?v=ec7Sm922ZCE (part 3)
• Write a 2-3 page reaction paper pertaining to parts a, b, and c
• Interview at least five (5) people, all ages and “walks of life” asking what they think happened to
D.B. Cooper, where they think the money is and what they would do with it if they found it.
Compile a list or graph displaying your observations and results. (1-2 pages)
OR
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Bigfoot (Sasquatch)
• View the “In Search Of” series of three videos. Write a 1-2 page summary and reaction paper.
o (part 1) https://www.youtube.com/watch?v=AJVYxd-X0rQ
o (part 2) https://www.youtube.com/watch?v=B0hyWuWy1zM
o (part 3) https://www.youtube.com/watch?v=feUMbs4A7Yo
• Learn how to make a plaster cast footprint at:
http://www.wildyorkshire.co.uk/naturediary/docs/2003/5/5.html
• Make a plaster cast footprint of an actual animal print. Take a photo of the casting or make a
pencil rubbing on paper of the footprint cast.
OR
• Using a paper plate the size of your hand or foot (or student’s hand or foot), make a plaster cast.
Take a photo or make a pencil rubbing.
OR
• Write a lesson plan on the “how to” of making plaster casts with your students.
Send to instructor: bozdv54@gmail.com subject line to read “folklore #10”
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning) or with students in another teacher’s summer classroom in session.
Assignment #11 (required for 400 and 500 Level)
Prepare a “wish list” of 10-12 books: folk tales, folk songs, folk art, etc., and music/songs (CDs or mp3
files). Include title, author, illustrator, ISBN number, publisher, price, number of pages,
hardback/paperback. Include a 3-4 sentence summary of each book or musical selection and how it can
be used to add to your curriculum.
Send to instructor: bozdv54@gmail.com. Subject line to read “folklore #11
Assignment #12 (required for 400 and 500 Level)
Write a lesson plan or outline an activity using knowledge gained from one of the assignments #4 - #10.
Implement the lesson or activity with students, family or friends. Include a reflection of student response,
effectiveness of lesson, what would you add or "tweak" for future use, etc.
Send to instructor: bozdv54@gmail.com. Subject line to read “folklore #12
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500 LEVEL ASSIGNMENT
Assignment #13:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Review a book from the bibliography or another book of your choice.. Write 2-3 pages summarizing the
sections that mostly pertain to your teaching situation. Indicate how they are relevant and include your
reflections upon their impact in your professional situation.
OR
Option B)
An assignment of your own choosing with the instructor’s prior approval.
Send to instructor: bozdv54@gmail.com. Subject line to read: “folklore #13
ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C. INTEGRATION PAPER
Assignment #14 (Required for 400 and 500 Level Credit)
Write a 3-4 page Integration Paper answering these five (5) questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: bozdv54@gmail.com. Subject line to read "folklore #14
INSTRUCTOR COMMENTS ON YOUR WORK:
·
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Sherry Carlson Bozorth, M.A.I.S., received her Bachelor of Science degree from Western Oregon
University (formerly Oregon College of Education) in 1976 with a double major in elementary education
and music education, and an M.A.I.S. (Master of Arts in Interdisciplinary Studies) at Oregon State
University in 1983 with emphasis in music education and ethnomusicology. She has taught at the
elementary, middle and high school levels for over 30 years, has been an instructor of workshops for The
Heritage Institute since 1998, adding online courses in 2009, as well as an adjunct music education
professor. Teachers find her classes to be creative and effective, bringing a renewal and freshness to
their teaching.
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BIBLIOGRAPHY
HISTORIES MYSTERIES: Hands-On Research Methods for Kids
Grades 3-8
Cohen, Hennig, and Tristram Potter Coffin, Folklore of American Holidays: A Compilation of More Than
600 Beliefs, Legends, Superstitions, Proverbs, Riddles, Poems, Songs, Dances, Games, Plays,
Pageants, Fairs, Foods and Processions Hardcover – November 29, 1998, hardcover, 608 pages, ISBN10: 0810388642
Cohn, Amy L., From Sea to Shining Sea: A Treasure of American Folklore and Folk Songs, 1993,
hardcover, 399 pages, Scholastic Inc., New York, ISBN-10: 0590428683
Forman, Pat, The Legend of D.B. Cooper, 2008, hardcover, 164 pages, ISBN-10: 1605520144
Leeming, David, and Jake Page, Myths, Legends, and folktales of America: An Anthology, 2000,
paperback, 240 pages, ISBN-10: 0195117840
McLeod, Michael, Anatomy of a Beast: Obsession and Myth on the Trail of Bigfoot, 2009, hardcover, 238
pages, ISBN-10: 0520255712
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LESSON PLAN TEMPLATE
Grade Level:
____________
Subject:_________________________________________________________
Theme/Topic:____________________________________________________
Student Outcomes: (with Connection to State Standards)
Required Materials and Equipment:
Agenda: (The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks,
surprises (pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so
students can manage their time with you.)
Warm Up: (A one to two sentence task, written or drawn on the board, to be completed alone or in groups
prior to the beginning of the lesson. At the elementary level it would be used for classroom transitions,
and in grades 7-12 to define one content area from another. The warm-up is designed to access learning
from the previous lesson and settle students into the flow for the present lesson on hand.)
Anticipatory Set: (Attention Getter to kindle student interest)
Direct Instruction (10-20 mins): (Input, Modeling/demo, giving directions, check for understanding)
Guided Practice (x mins): (Under teacher’s direct supervision, students individually apply or practice
what they have just learned and receive immediate feedback)
Closure (x mins): (Actions designed to cue in students that they have arrived at an important point in the
lesson or at the end of the lesson; often closure consists of review and clarifying key points)
Independent Practice: (Student directed, may be incorporated before closure or as outside
assignment. The aim is repetition in enough different contexts so that the learning may be applied to any
relevant situation, not only the context in which it was originally learned.)
Assessment and Follow-Up: (Self-reflection, collaborative rubric, other rubric, anecdotal evidence,
teacher created quiz/test etc., peer review, standardized test, exhibition, portfolio piece(s))
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