Embedded Files
Route 66 Lesson #1: Webquest
Learning Outcomes:
● SWBAT to identify key facts about a state's history of route 66.
● SWBAT to use secondary sources to research about a state's history of Route 66.
● SWBAT to communicate about a state's history through technology.
● SWBAT to compare and contrast narratives of route 66.
● SWBAT to convert mileage and prices across time.
Standards:
Math:
6.RP.A.3.d- Use ratio and rate reasoning to solve mathematical problems and problems in a real-world context (e.g., by reasoning about data collected from measurements, tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
6.EE.B.7- Solve mathematical problems and problems in real-world context by writing and solving equations of the form x + p = q, x - p = q, px = q, and x/p = q for cases in which p, q and x are all non-negative rational numbers.
6.MP.4- Model with mathematics
Social Studies:
SP1- Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present.
SP2- Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions about that event since there are multiple points of view about events and issues.
SP3- Historians and Social Scientist gather, interpret, and use evidence to develop claims and answer historical, economic, geographical, and political questions and communicate their conclusions
The use of geographic representations and tools helps individuals understand their world.
6.G1.1- Use and construct maps, graphs, and other representations to explain relationships between locations of places and regions.
Key concepts include major landforms and water bodies, countries, cities, ecosystems, climate, languages, religion, economic systems, governmental systems, population patterns, disease, trade routes, and settlement patterns
The development of civilizations, societies, cultures, and innovations have influenced history and continue to impact the modern world.
6.H1.1- Compare the development and characteristics of historical cultures and civilizations from different global regions within designated time periods.
ELA:
6.RI.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI.2- Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RI.7- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.W.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
6.W.6- Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.
6.W.7- Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Presentation of Knowledge and Ideas
6.SL.4- Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
6.SL.5- Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.
Engagement: Introduction activity
We will start off the class by introducing the game Connection Spider Web to the students, allowing the game to introduce us and them. In the game, we will have the students stand in a circle and have a ball of yarn. One of us will start talking about ourselves to the group of students and explain that when they hear something they have in common with each other they can yell out connection and then the person speaking will pass the ball of yarn to them. They will then continue talking about themselves and once the ball gets passed to them, they cannot go again. The point of the game is for the students to listen attentively to one another and then find that we all are connected one way or another. Because we want the students to know more about us and we want to know about them, I will make a rule that they cannot yell out connection until the person has said at least four things about themselves. Once everyone has been connected by the yarn, we will ask the students to sit down so we can discuss what the point of the activity was. We will ask the students: Can anyone guess what the point of that activity was? What message did you get from it? How can we relate that to social studies?
Pre-Assessment:
We will then let the students know that they will be working on a project on Route 66. We will pass out some paper to them to write down what they know and what they want to learn (Have them draw the “K” and “W” from a KWL chart). This will help them reflect at the end of the project to see what they learned and what they want to continue to learn, what they will be answering in the exit ticket.
Credible Sources Mini-lesson:
Before the students start their project, we can ask: What do you do when you can’t find the information you need through the links we provide? This can lead to a discussion of having to use a credible source. We can go over what a credible source looks like by pulling out web pages and other sources on the computer and asking the students to sort those web pages onto a list. We guide them through the first two and then ask them as a group to identify them without our help and that will allow us to see if they understood the indicators of a credible source.
Vocabulary:
We will go over what the outcome of their part of the project will look like. We will read the page together and determine which student gets which role. We will talk about what aesthetically pleasing slides look like by providing examples of what they do and do not look like.
Project:
https://docs.google.com/presentation/d/1VEoxNAlcB01Cfs0ZMwny9dKPwRfvtxUJ-kFWituvvoc/edit?usp=sharing
“The situation: You have been asked to help the Route 66 tourist board by creating an online presentation to use at various events. Each team will be contributing to the task. It is important to include various perspectives of Route 66, so you will also be using the American Indian Alaska Native Tourist Association materials. Each state group creates a powerpoint slide on your state with the following:
● History of the route in your state
● Geography of the road in the state and what tribal lands it crossed.
● Top 2 sites to visit
● One overnight location with pricing in the 1950s
● Amount of time to travel and costs to travel to sites and sleep overnight.
Your team consists of several experts who will play certain roles.
Historian: You are to research the years of Route 66 from inception to closing. Identify at least 3-5 facts that will add to the story of the history of the Route 66 in your state.
Geographer: You are to map out in your state the route to places you will visit. You are to locate their positions on the state map. You are to also help your group examine the various American Indian tribes.
Tour guide: You will choose 2 places in the state to visit and provide 1 paragraph rationale as to why visit those locations.
Driver: You will determine, using 1950 prices of gas the amount of gas to travel on this trip in your state. Include time of travel through your state using the speed limit in the 1950s. (T=D/R)
Each student will design their own research slide. (Provide pictures! Be as creative as you want!)”
- Provide students with a graphic organizer to help in collecting and organizing the information they gather.
Regrouping:
Once all of the students in the group are done with their part in the project, they will regroup and teach their group members on their section of the project, making sure each partner understands what they did and how they did it. So, when they have to present to the rest of the classroom, they will all be on the same page. They can also practice their presentation skills as they are finished before the rest of the students and make sure their presentation is cohesive.
Exit Ticket:
After every student has had a chance to give a rundown of their own state they worked on, students will fill out an exit ticket that has a section where they answer the questions: What did we learn? What else do we want to learn?
Evaluation/ Assessments:
Pre-Assessment - Writing down what they know and what they want to learn. This will help them reflect at the end of the project to see what they learned and what they want to continue to learn, what they will be answering in the exit ticket.
Formative Assessment- Observing their progress as we sit at their tables, checking up on each student about every 10 minutes.
Summative assessment- Each student will have a Route 66 Folder and fill out an Exit ticket that has a section where they answer the questions: What did we learn? What else do we want to learn?
Things to focus on -
- Where did/does it cross native land? Which/Whose land?
- Provide a cheat sheet in lesson plan about important facts of our state
- What does it mean to have an aesthetically pleasing slide?
- Links for our state: Which sites would be good/helpful for students to use?
- Link for gas prices: Include this on the cheat sheet
More resources below.
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