1.5 How Do Many People Make One Nation?
Students will learn and discuss the multiple cultures and peoples that historically have contributed to the creation and growth of the United States. Immigration and migration of native peoples, African Americans, Europeans, and (Southeast, East, South) Asian immigrants and Asian Americans that have helped to develop American culture, economies, and their local landscapes are shown in this inquiry set. Students will compare and contrast their conception of the racial and ethnic diversity of the United States at present and in its past communities.
- HSS 1.5.1 Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.
- HSS 1.5.2 Understand the ways in which American Indians and immigrants have helped define Californian and American culture.
- HSS 1.5.3 Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.
How do many different people make one nation? Sub questions: Who are some of the people who make up our state of California and our nation? What traditions do they bring? What are some ways that people in California are similar, and some ways that we are different?
- Display eight images (one at a time) and introduce the 3-2-1 Image Analysis strategy:
- 3: at first glance, what three thing stand out to you in this picture?
- 2: When you look closer, what two thing catch your attention?
- 1: Write one question you would ask of one of the people in this picture.
- Students share observations out loud and the teacher records responses on a classroom chart.
- To guide students' observations about the sources, these questions can be used as prompts:
- What does this source tell us about some of the people who live in our community or nation?
- Is there anything in the source that tells us about the people's customs or cultures?
- What is the evidence?
- After recording student observations for each image and listening to input from their peers, the class will develop one statement representative of the topic. A sentence starter could be used to help students with their statements. Students could also be given the opportunity to write their own statement for each image.
- Students can also draw their own pictures that match up with the theme or main idea and write a couple of sentences about their drawings. For all pictures, teachers may include a discussion that asks students to compare and contrast their own experiences with each photograph.
- Example: Some families have many different age groups living together.
- Example: Annual events are a way for families to share stories and have fun.
1.5 How Do Many People Make One Nation Student Handout
- The Library of Congress. The Library of Congress’ Primary Source Analysis Tool supports an inquiry model of instruction by asking students to first observe, then reflect, then question. Their customizable tool includes specific prompts for student interrogation of books and other printed materials, maps, oral recordings, photographs and paintings, and many other types of primary sources.
- The National Archives and Records Administration (NARA). NARA has developed a vast collection of document analysis worksheets, ready for classroom use. Their website offers teachers a wide collection of customizable tools – appropriate for working with photographs, maps, written documents, and more. NARA has also customized their tools to meet the needs of young learners, and intermediate or secondary students.