Problem Based Learning

Standard:

SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Objective: Students will examine American folktales and explain how they characterize our national heritage.

Problem: How do the American folktales John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley characterize our national heritage?

Authentic Assessment:
Work in a group of 3-4 students.  Choose one American folktale to research.  Complete research to characterize how they fit into our national heritage. Determine things like their impact they had in our heritage, where they lived, lifestyle characteristics, and goals they had. How did these American folktales become folktales? Why are these people (John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley) so important to our national heritage? Choose one of the following product ideas to teach the class why these people are so important to our national heritage (make a poster, act it out, create a power point presentation, use claynation, create a web, create a 3D model). You must write a narrative paper about the American folktale your group chose. As a group decide how you will present all of the information to the rest of the class. Use projects we have explored this year. It is up to you to be creative. You will discuss and create your own “teaching roles” within your group. Roles can include things such as: group leader, discussion director, connector…Be sure that all team members have his or her own role. Demonstrate respect to your group by listening and engaging in meaningful conversations.

	3	2	1
The students use a variety of resources to collect information about the American folktales.	The students use a variety of resources such as books, magazines, teacher approved internet sources to collect information about their American folktale.	The students only used 2 of the 3 resources to collect needed information.	The students only used 1 of the resources to collect needed information.
The students are able to create their own questions to be sought out about their American folktale.	The students are able to create their at least 5 of their own questions to be answered during their research.	The students are able to create 2-4 of their own questions to be answered during their research.	The students were not able to create any other their own questions to be answered during research.
The students worked well with his or her group.	The students continuously worked nicely with his or her group. They helped them turn in the assignment on time, and they all listen and ask respectful questions relating to their American folktale.	The students sometimes worked nicely with his or her group. They help them turn in the assignment on time, and he or she listens and asks respectful questions relating to their American folktale.	The students were not able to or did not work nicely with his or her group. They help them turn in the assignment on time, and he or she listens and asks respectful questions relating to their American folktale.
The students used props, pictures, and drawings to make the presentation interesting.	The students used several (at least 5) props, pictures and drawings to make the presentation interesting.	The students used some (3 -1) props, pictures, and drawings to make the presentation interesting.	The students did not use any props, pictures, or drawings to make the presentation interesting.
The students wrote a paper to present to the class that has a clear beginning, middle and end.	The students wrote a paper that has a beginning, middle and an end.	The writers wrote a paper and included two of the three parts of the paper.	The writers wrote a paper and included one or zero parts of the paper.
The students are able to explain how their chosen American folktale characterizes to our national heritage.	The students were able to explain how their folktale relates to American heritage by including 5 or more appropriate facts.	The students were able to explain how their folktale relates to American heritage by including 3-4 facts.	The students were not able to explain how their folktale relates to American heritage by including 2 or less facts.
The students were able to identify where their American folktale lived.	The students are able to identify where the American folktale lived.	N/A	The students were  not able to identify where the American folktale lived.
The students are able to identify the goals their American folktale had.	The students were able to identify 5 or more goals their American folktale had.	The students were able to identify 3-4 or more goals their American folktale had.	The students were not able to identify 2 or less goals their American folktale had.