Lesson #2

Route 66 Lesson #2: Examining the African American Experience on Route 66

Learning Outcomes:

• SWBAT to describe the differences between a primary and secondary source.

• SWBAT to find and analyze primary documents to examine the experiences of African Americans on Route 66.

• SWBAT to compare and contrast the varying experiences on the road.

Standards:

C3 Framework and Arizona State Standards

Disciplinary skills 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.SP4: Thinking within the discipline involves the ability to analyze relationships among causes and effects and to create and support arguments using relevant evidence.

Arizona Social Studies standards: Citizens have individual rights, roles, and responsibilities

● 6.C2.1 Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world

● 6.H4.1 Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time. (Example of the Green book)

Arizona ELA standards

• 6.RI.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• 6.RI.7Integrate 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.RI.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

• 6.RI.9Compare and contrast one author's presentation of events with that of another author.Text Types and Purposes6.W.1Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

Resources:

• Green book full collection (primary document)

• Kids Green book trip site (primary document)

• Sundown towns (secondary)

• Atlantic article of African Americans on Route 66 (secondary)

• Route 66 Legacy of Racial Segregation (secondary)

• Overview of the Green Book (read and listen) (secondary)

• Changing the color of Route 66 news article (secondary)

• Research Route 66 National Park Corridor Preservation site

• The rise and fall of Jim Crow site

Route 66 Classroom Website: https://sites.google.com/u/0/s/1i51FZOULh7NUmNDFIIRd-_RwfW9Ttpk9/edit

Vocabulary:

Green Book

Jim Crow Era

Segregation

Materials:

Illinois state maps

Venn diagrams

8x11 photos

Art supplies

Recall/ Introduction:

Have them recall what they learned last time. What places did they choose to travel? Map that out. Historian, Geographer, Driver, Tour Guide, in that order, have students talk about what they remember from their jobs two weeks ago. Have the students start mapping out and labeling the places on their individual maps.

Could everyone travel this road and go to these places?:

We will have the students participate in a discussion on what they think. After a few minutes of allowing them to talk about their thoughts, we will then show them sets of pictures.

Guiding questions to ask:

• Why do you think ___?

• Do you think ___? Why is that?

• Is it fair that ___? Why not ___?

• What if ___?

Pictures Set A and Set B:

We will show the students sets of pictures and have the students create a Venn diagram. We will have them determine the differences between each set and the similarities of each set.

We then ask them why there were those differences- guiding them to think about race. Once the students get to this point we will ask why they think race was an issue?

Why do you think race was an issue? Primary and Secondary Sources:

We will tell the students that to answer these questions we can look back into our history and the different sources we have that were documented from that time. When we look back to what happened in the past there are two different sources of information that we call a primary source and a secondary source. We will have the students play telephone to show how the first person would be considered our primary source and our second person would be a secondary source.

Green Book:

We will start with our primary sources to look back to the Green Book.

The students will look at the green book on the interactive website. We will explain how the website works and have We will them see if the places they chose last time are on that map. We can ask them to demonstrate to us what path they would have to take if they were Black on their state map. We will then ask: Does anyone know what was going on during this time in history? We will give them context of what year we are focusing on.

Link to Green Book site: https://publicdomain.nypl.org/greenbook-map/

Jim Crow Laws:

This is where we will introduce what Jim Crow Laws were and segregation and Sun Down Towns. Every time that they access a new link we will ask them what type of source it is and why?

We will start with a Video on Jim Crow Laws: https://www.youtube.com/watch?v=CSq1r2hi9uU

Then we will have the students go on the website and read more about Jim Crow Laws:

The rise and fall of Jim Crow site- during this time we will be going student to student guiding them through the website, asking about different vocabulary such as lynching and rioting.

Lastly we will explain to the students what sun down towns were and see if there were any in their state. Sundown towns- We can have the label them on their state maps as well.

Assessment:

For their summative assessment we will have the students relabel their Venn diagrams in a different color, adding to the diagram they created earlier. What do the two groups represent? (Have them label Set A and Set B with something different now, a specific category such as White Experience and Back Experience [on Route 66]) We can have the students explain where they got this information from: the interactive map or the video we showed them and what was it that the source said? Also, their state maps can also be a form of formative assessment. We will post pictures of both projects on our state websites.

• More resources below.