Lesson 1

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.
C3 Framework and Arizona State StandardsDisciplinary 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 standardsCitizens 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 standards6.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.

Lesson 1:

Warm Up Activity: (to get to know the students). (Approx. 5-10 minutes)

What do you want to be when you grow up?
Where is your favorite place to visit or go?
Who is your favorite celebrity and why?
Would you rather spend a week on the beach with no sunscreen or spend a week in the cold with no warm clothes?

Pre Assessment: Have the students draw on a map where they think Route 66 goes/ write about facts they already know about Route 66. (Approx. 5-10 minutes)

Lesson:

-Students will be numbered 1-4 and be given their task (Historian, Geographer, Tour Guide, and Driver) (5 minutes)

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 create a PowerPoint on your state with the following: (Approx. 1 hour-1 hour and 30 minutes)

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
Amount of time to travel.
Find a place to stay overnight

Your team consists of 4 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 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. Choose one place to stay the night.

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 1950's. (T=D/R)

Each student will design their own slide on Google Slides, there will be a total of 5 slides. 1 title page and 4 individual slides.

Useful sites for your research:

American Indian Alaska Native tourism Association http://www.americanindiansandroute66.com/

National Park system: https://www.nps.gov/nr/travel/route66/listofsites66.html

Route 66 places to visit in each state. https://www.route66guide.com/arizona-route66.html

Background on Route 66: http://questgarden.com/137/18/4/111212124735/index.htm

Map of American Indian tribes: http://www.americanindiansandroute66.com/the-route

1950s Prices: https://nostalgia049.wordpress.com/2010/01/06/1950s-prices/

New Mexico Facts: https://www.theroute-66.com/new-mexico.html

Students will practice presenting their slide within the group-(Approx. 10 minutes) @2pm

Students will present their PowerPoint to a series of teachers. (Approx 5 minutes)

Created by: Allison Capozello and Mariah Bridgman

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