Lesson 2

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 2:

Warm Up: (Approx. 5 minutes)

What did you enjoy about last time we met? What didn’t you enjoy?

What are you hoping to learn today?

Review Vocabulary: (Approx. 10 minutes)

Green Book
Jim Crow Era
Segregation
Sundown towns

Compare/ Contrast pictures (Approx. 10 minutes)

What do you notice?

Provide students with Green Book Video (Approx. 5 minutes)

http://www.taylormadeculture.com/the-green-book/

Discussion: Can everyone travel Route 66 safely? (Approx. 5-10 minutes)

Graphic organizer handout--students will fill out their part during the activity. They will later fill out the rest when each person presents their findings to the group.

Class Activity (Approx. 1 hour)

The team will consist of 4 people:

There are instructions below to what each member will be doing-

Historian: Find out the whys of Jim Crow laws. Significance?
Tour Guide: Find 1 place to stay the night for a White family and African American family (a total of 2 motels or hotels to stay). Find 1 place where both families can stay.
Geographer: Decide to stay or go off route of Route 66 to see the best/easiest way of travel for both families. Explain why. Hint: Look at map link 1956/ the Green Book.
Driver: Find 3 places for each family to get gas. Any auto shops for car needs?

Useful Resources:

Historian:

Kids Green book trip site

Sundown towns

Route 66 Legacy of Racial Segregation

The rise and fall of Jim Crow site

Geographer:

Kids Green book trip site

Closure--Questions for all: (Approx. 10 minutes)

What was difficult about researching?

What did you find out?

Do you have any questions or concerns on what you learned today?

Created by: Allison Capozello and Mariah Bridgman

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