Route 66 in Arizona
Grades 9-10
Lesson Plan Overview: Route 66 crosses right through Arizona and its history connects deeply to the state's history. Nearly every ethnic group that lived in Arizona was affected by the highway, which brought tourism, new businesses, migrants, and many other people seeking adventure or opportunity. In this lesson, students will learn about the history of the famous highway in Arizona through texts, primary sources, and interviews with people who lived, worked, and traveled on Route 66. The lesson also includes two assessment options: an academic essay and an oral history assignment to dive deeper into the diverse histories of Route 66 in Arizona.
All materials available in Google Drive and PDF formats
Many thanks to the Historic Route 66 Association of Arizona for their support!
MATERIALS
Presentation for Lesson Plan
Analyzing Maps of Arizona
Videos: Early History of Route 66
Text: A Brief History of Route 66 in Arizona
Videos: World War II in Arizona”
Primary Source Analysis
Businesses along Route 66
Assessment: Route 66 and American Identity
Assessment: Voices from Arizona
ALIGNMENT WITH STANDARDS
Arizona Social Studies Standards:
H1.6 Analyze the relationship among different regional, social, ethnic, and racial groups and explain how these groups’ experiences have related to national identities.
H2.3 Evaluate the short- and long-term impacts of conflicts and their resolutions.
H3.1 Analyze how societies, leaders, institutions, and organizations respond to societal needs and changes
H3.4 Evaluate how societies have balanced individual freedoms, responsibilities, and human dignity versus the common good.
H4.4 Examine how a diverse society can be a force for unity and/or disunity.
E1.1 Evaluate how and why people make choices to improve their economic well-being
E4.4 Explain the effect of advancements in technology and training on economic growth and standards of living.
G3.1 Analyze the reciprocal nature of how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.
G3.5 Evaluate the impact of social, political, and economic decisions that have caused conflict or promoted cooperation throughout time
ELA Common Core Standards:
9-10.W.3: Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.
9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
9-10.W.5: Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
9-10.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
C3 Social Studies Standards:
D2.His.3.9-12: Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.Eco.5.9-12. Describe the consequences of competition in specific markets.
D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place
ALIGNMENT WITH STANDARDS
ELA Common Core Standards:
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account
C3 Social Studies Standards:
D2.His.3.9-12: Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D4.His.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place
D2.His.12.6-8. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources