Schedule

Residential Portion in Flagstaff, AZ

Each day has a compelling question and pedagogical focus. Also note that the times may vary as we approach the exact dates.

Weekly Schedule

May be subject to change based on participant needs

Sunday

Check in and arrival to your accommodations, if staying on campus.

• 3-5 p.m.* Dorms open for check-in.
• 6-8 p.m. Welcome Reception and orientation at the Murdoch Center, 203 East Brannen Avenue.

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* For those staying on campus check-in is from 3-5 daily and check out is between 10 and noon daily. Each day we have time for you to eat on campus, except the one day at Twin Arrows. Any meals outside of those will be on your own.

Monday

• Location: College of Education. Room 190.
• Compelling questions: What is the racial landscape along Route 66 in Flagstaff? How can teachers’ best work with primary sources in teaching stories about Route 66?
• Pedagogical focus: How to work with archival materials; juxtaposition of then and now fostering chronological thinking and inquiry
• Content: How different racial and ethnic groups were pulled to the Southside to serve, celebrate cultures, and entertain visitors traveling on Route 66.
• Readings
  • Northern Arizona Pioneers’ Historical Society (1993). City of Flagstaff Southside and Old Town: historical building survey.
  • Taylor, C. (2020). Chapter 8: The Roots of Route 66. In Overground Railroad: The Green Book and the roots of Black travel in America.New York: Abrams. Read through her website http://www.taylormadeculture.com/the-green-book
  • Norris, F. (2015). “Courageous Motorists: African American Pioneers on Route 66.” New Mexico Historical Review, v. 90, n. 3:

• Schedule
  • 7-9 a.m. Breakfast available on campus.
  • 9-10 a.m. College of Education. Room 190.
    • Orientation, introductions and questions
    • Afterward-Lecture and Route 66 walking tour (tour will be digitally augmented  as needed for accessibility) with Dr. Ricardo Guthrie. The tour will focus on downtown Flagstaff along the Southside neighborhood, where African Americans, Hispanics/Latinx and Native Americans were forced to live.
  • 12-1:30  p.m.Teachers will be able to stay downtown and enjoy lunch at the many locations or go back to campus for lunch.
  • 2-5 p.m. College of Education. Room 190.
    • We will begin the afternoon with reflections on the morning walking tour with Dr. Guthrie. This will be followed by a workshop on using archival materials with Sean Evans from Special Collections. The day will end with Dr. McAllister sharing her middle school unit on the Green Book in Flagstaff which builds on the work earlier with Dr. Guthrie. She will model how middle schoolers used the archival materials, readings and videos to examine the relationship between African Americans, the Green Bookand Route 66.
  • 5-6:30 p.m. Dinner on campus or on your own
  • 6:30 p.m. Optional activity: Leave from dorm
    • For those who are interested they can join Sean Evans at the Mother Road Brewery. They will have an opportunity to meet the owner of this micro-brewery and hear his connection to Route 66.

Tuesday

• Compelling questions: How did Route 66 foster interactions among communities? Especially, how did those interactions affect African-American communities? How can teachers best use primary sources in teaching Route 66?
  Pedagogical focus: Working with oral histories and story mapping
• Content: Examination of Negro Motorist Green Book Travel Guide and Black community development, education, and cultural enrichment
• Readings
  • Selections from Dunaway, D. K. & Baum, W.K. (1992). Oral History: An Interdisciplinary
    • Anthology (AASLH Book Series) 2nd Ed. New York: Rowman and Littlefield.
  • Reid, J. (2014). The great migration in northern Arizona: Southern Blacks move to Flagstaff 1940–1960. The Journal of Arizona History, 55(4), 469-498.
• Schedule
  • 7-9 a.m. Breakfast available on campus
  • 9-11:30 a.m. College of Education. Room 190.
    • In the morning teachers will begin with a workshop with Dr. David Dunaway on working with oral histories. Sources of the workshop will use local Flagstaff African Americans, Route 66 African American oral histories and the New York Public library green book archive. Dr. Dunaway will also draw on information from his books on oral histories.
  • 11:30 a.m.-1:30 p.m.Lunch on campus or at nearby local eateries
  • 2-5 p.m.
    • Teachers will go on a walking tour of Flagstaff with Dr. Ricardo Guthrie to examine the African-American presence along Route 66 in Flagstaff through stories, murals, and visits to Green Bookbuildings. This place-based approach will be connected to the diaspora migration of African Americans, Jim Crow, and desegregation struggles. The tour will incorporate a lecture at the Murdoch Center, an African-American center in Flagstaff, situated on the site of the segregated Dunbar School (1926-1954).
  • 5-6:30 p.m. Dinner on campus or local
  • Evening free

Wednesday

• Compelling question: How was Native Culture portrayed during Route 66 and how is it today? How did geography connect past and present?
• Pedagogical focus: Using digital media humanities platform Omeka and Juxtaposition
  Content: Native American experiences and voices along Route 66
• Reading: American Indians and Route 66 Project. American Indian Alaskan Native Tourism Association (2016).
• Schedule
  • 7-9 a.m.  Breakfast available on campus
  • 9  a.m.-2 p.m.field trip via bus
    • Meet at side of Honors dorm in bus drop off area
    • We will travel 20 minutes outside Flagstaff to visit the site of 2 large arrows planted on the side of 66. This iconic image reflects the story of Native American tropes used to bring tourism to Route 66 by nonnatives. Sean Evans, Route 66 curator at NAU’s Cline Library will serve as the guide, providing a history of this image as well as the nearby classic Two Gun tourist site. These will then be juxtaposed with the recent Navajo Twin Arrows Casino to consider how Indian-based tourism differs from those not native.
  • 12-2 p.m.Lunch and Discussion with Navajo Representative at Twin Arrows Casino and travel back to Flagstaff
  • Upon arrival at NAU until 5 p.m. COE, Room 190
    • We will debrief the tour, and then will examine the role of photo juxtaposition to foster inquiry thinking. You will also have time to work on your curriculum projects.
  • 5-6:30 p.m. Dinner on campus or on your own
  • Evening free

Thursday

• Compelling question: How did the Flagstaff All-Indian Pow-Wows reflect the complexity of relations along Route 66?
• Pedagogical focus: Reading against the Grain technique
• Content: Native American history and interpretation of Route 66, as well as Interpreting the Flagstaff All-Indian Pow-Wow 
• Readings
  • Snell,L. H. (2016). American Indians and Route 66(Albuquerque: American Indian Alaska Native Tourism Association.
  • Arthur Krim, Route 66: Iconography of the American Highway(Santa Fe, NM: Center for American Places, 2005), 31–32.
  • L Neumann, D. (2013). Against the grain: Teaching historical complexity. Social Education 77(6), pp 310–313.
• Schedule
  • 7-9 a.m.Breakfast on campus or on  your own
  • 9 a.m.-12p.m. Room to be announced (Either Native American Cultural Center or COE)
    • We will begin the morning by examining and discussing the archival materials from the virtual exhibit The Flagstaff All-Indian Pow-Wowdeveloped by the Cline Library Special Collections with a diverse team of Native American and non-Native archivists. Pow Wows and Route 66. Included in the session will also be the discussion of how to use oral history and archival images in their units. This will be followed by lived experiences from members of Indigenous communities surrounding Flagstaff. Dr. Joe Martin from the Navajo Nation (and an NAU faculty member) will serve as facilitator, as well as share his personal experiences regarding the Flagstaff Pow-Wows. He will talk about the complexities of the Pow-wow in both supporting indigenous communities, as well as the potential exploitation for local businesses.
  • 12-1:30 p.m. Lunch on campus or on your own
  • 2–5 p.m. COE Room 190
    • After a group debrief and discussion from the morning, Dr. McAllister will share a model lesson using the Reading Against the Graintechnique.
  • Afterwards: Teacher work time where they will have access to computers as well as a collaborative space to work with the project team, as well as one another. Teachers will begin to identify standards and themes to address in their curricular project. Teachers will have access to the Cline Library archives and the project team. Having these individuals as resources during that session will foster a deeper connection of practice to the project’s humanities themes.

Friday

• Compelling question: How have Latinx and Hispanics connected to Route 66? And how can teachers use the stories, history, culture, and art of Route 66 to challenge the master narrative of American history?
• Pedagogical focus: Curriculum development
• Content: Hispanics and Route 66, teaching to broaden the narrative of America.
• Reading
  • Route 66: Sharing our history Latino oral histories and pictures
  • https://storymaps.arcgis.com/stories/f1f3820170d24e2ca79a2db31f5d9e76
• Schedule
• 7 a.m. – 9 a.m.Breakfast
• 9-11 a.m.COE Room 190
  • Lecture by Dr. Mondrgoc on an overview of Route 66 and the Hispanic community. This will be followed by a discussion with Dr. Mondrgoc and Dr. Guthrie.
• 11 a.m.-1 p.m. Lunch
• 1-4 p.m. COE Room 190
  • Grade level curriculum time or individual work
• 4-5 p.m. COE Room 190
  • Sharing of curricular projects and evaluation of seminar
• For those able to stay we will go to the Tinderbox Kitchen at 6 p.m.

Saturday and Sunday

Travel days as determined by teachers