Unit #2: Examining Native American narratives along Route 66

The purpose of this unit, which consists of two lessons, is to examine how the narrative of Route 66 has influenced conceptions of Native culture. More importantly, students examine what happens when Native Communities take control of the narrative of the Mother Road. Students engage with primary documents of photos from the time, as well as the American Indian Alaskan Native Tourism Association.

Related Arizona standards

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 patternsThe 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 Ideas6.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.

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