Lesson #2

Teachers:

Caitlin Zellner and Taylor Helm

Unit Title: Route 66

Abilene and Amarillo Texas

Lesson Title: Texas and the Green Book

Grade Level: 6th PFS Students

Objectives (Write 2-5 objectives stating expected learner outcomes.):

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

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

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

Materials/Resources Needed:

Computers to access New York Public Library and the Green Books

Molly’s Route 66 Adventure

Ruth and the Green Book (https://www.youtube.com/watch?v=_Emskq2908k&t=3s)

https://publicdomain.nypl.org/greenbook-map/

Reconnector:

To review what the students did the first week we will read through Molly’s Route 66 Adventure and have them find the similarities and differences between her trip and the trip we planned.

Procedure:

Molly’s Route 66 Adventure and our trip

Discuss Jim Crow Laws and how the Green Book came to be

Read Ruth and the Green Book

Evaluate for questions they still have about the Green Book

Navigate the Green Book for Texas Information and map out the differences in the ways of travel to recreate our trip to where both white and black people could go

Model (If you will be demonstrating the skill or competence, how will this be done?):

How to use the New York Public Library Primary Source and looking at the Green Books from 1940-1963.

Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.):

The understanding our 4 students have in the Green Book and how they then can and will recreate our original trip through Texas on Route 66.

Raynen: Look more closely into the Green Book and why/how it was used.

Camden: Research experiences of white people and black people on Route 66.

Isabella: Find places where black could eat, sleep, and explore. Also, find a hotel for whites from the 1950’s.

Brody: Track the differences geographically between travel for white people and black people.

Standards:

-ISTE: Empowered Learner: 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

-6.H1.2: Explain the causes and effects of interactions between cultures and civilizations

-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. (this will come as we progress through the project)

Closure (What method of review and evaluation will be used to complete the lesson?):

Discussion on why we had to make the changes and how they would have felt if they were in this time period.