Unit 2 United States and Canada: A Cultural Mosaic
Embedded Files
Mid-Oct through Dec
Unit Overview:
How has North America's cultural landscape been shaped by the historical and ongoing interaction of diverse traditions, languages, and customs?
This unit explores the United States and Canada through two core themes: the enduring impacts of Indigenous Peoples, and the shaping of culture through immigration and diversity.
Mini-Unit A: Indigenous Peoples' History and Impacts Today
Mini-Unit A: Indigenous Peoples' History and Impacts Today
Students examine the diverse cultures and societies that thrived in North America prior to European arrival, ranging from the agricultural communities of the Southwest to the nomadic hunter-gatherers of the Great Plains. The curriculum emphasizes their deep connection to the land through sustainable practices, spiritual beliefs, and political structures. Moving into the present day, students analyze how Indigenous Peoples continue to influence North American landscapes, languages, and contemporary culture.
Mini-Unit B: Immigration and Diversity
Mini-Unit B: Immigration and Diversity
Students document the historical and modern patterns of migration into the United States and Canada, analyzing the specific push and pull factors that drive movement. By exploring these migratory waves, students evaluate how changing diversity shapes both nations.
Throughout this mini-unit, students gather and critique diverse perspectives to investigate:
How ideas surrounding citizenship have shifted across different eras.
How the political ideas of significant individuals and groups influence national policies.
How historically marginalized groups—including African American, Latino, Asian American, and Indigenous populations—have perceived, reacted to, and influenced civil governments and international policies across the Western Hemisphere.
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Analyze multiple primary and secondary sources while formulating historical questions about the Western Hemisphere. For example: Oral histories, art, artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites, charts, graphs, diagrams and written texts. (1.1.b)
Gather, organize, synthesize, and critique information, from multiple and diverse perspectives, to determine if it is sufficient to answer historical questions about the Western Hemisphere. For example: Indigenous People, Latinos, African Americans, Asian Americans, Hawaiian/Pacific Islander, LGBTQ, and religious minorities and differing opinions within such groups. (1.1.c)
Explain how people, cultures, and ideas interact and are interconnected in the Western Hemisphere and how they have impacted modern times. For example: The “Great Dying” of Indigenous Peoples in the Americas and its consequences; rapid deforestation of the Amazon; anti-colonial and nationalist movements, the Columbian Exchange, and revolutions in energy. (1.2.a)
Identify examples of the social, political, cultural, and economic development in the Western Hemisphere. For example: The extension of networks of communication, colonial empires, patterns of migration over time, and international trade. (1.2.c)
Collect, analyze, and synthesize data from geographic tools to compare regions in the Western Hemisphere. (2.1.b)
Examine geographic sources to formulate and investigate inquiry questions to understand the past, analyze the present, or plan for the future. (2.1.c)
Interpret geographic data/evidence to draw conclusions, make predictions, and justify potential solutions to problems at the local, state, national, and global levels. (2.1.d)
Classify and analyze the types of human and geographic connections between places. (2.2.a)
Identify physical features of the Western Hemisphere and explain their effects on people who reside in the region. (2.2.b)
Analyze positive and negative interactions of human and physical systems in the Western Hemisphere and give examples of how people have adapted to and modified their physical environment. (2.2.c)
Use characteristics to define physical and political regions of the past and present. (2.2.d)
Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere. For example: Indigenous Peoples are either denied citizenship or citizenship is not always desired; immigration and a nation’s quota preferences; and the changes in naturalization requirements change over time. (4.1.a)
Explain how political ideas of significant people and groups interact, are interconnected, and influence nations and regions in the Western Hemisphere, both in the past and today. (4.1.b)
Identify historical examples illustrating how people from diverse backgrounds such as African American, Latino, Asian American, and Indigenous Peoples in the Western Hemisphere perceived, reacted to, and influenced national and international policies and issues. (4.1.d)
Identify how different systems of government relate to their citizens in the Western Hemisphere and how systems of government create advantages for some of their citizens and disadvantages for others. (4.2.c)
Explain the value each nation and/or culture places on economic prosperity, individual liberty, human rights, freedom of the press, freedom of religion, equal rights, and respect for neighbors. (4.2.e)
Investigate the historical, social, and cultural influences of minorities on civil governments of the United States, and the rest of the Western Hemisphere. (4.2.f)
Prepared Graduates
Prepared Graduates
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Essential Skills
Essential Skills
Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources (Creativity and Innovation).
Respect different perspectives expressed by others (Adaptability and Flexibility).
Utilize primary and secondary sources to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy).
Collaborate with others to plan and evaluate complex solutions to global challenges within the Western Hemisphere using multiple disciplinary lenses such as ethnic, historical, and scientific (Global and Cultural Awareness).
Analyze how a specific problem can manifest itself at local, regional, and global levels, and how media can influence beliefs and behaviors (Media Literacy).
Plan and evaluate complex solutions to global challenges in the Western Hemisphere, using multiple disciplinary lenses such as ethnic, historical, and scientific (Interpersonal Communication, Global and Cultural Awareness).
Look for and find value in different perspectives expressed by others (Adaptability and Flexibility).
Historical thinkers evaluate historical sources including but not limited to visual, oral, and written, for purpose, audience, point of view, context, reliability, and authenticity.
Historical thinkers use primary and secondary sources to develop and evaluate hypotheses and interpretations of historical events and figures that are supported by evidence.
Historical thinkers identify points of view, seek multiple sources, and develop and defend a thesis with evidence.
Historical thinkers analyze patterns and themes across time to understand current events.
Historical thinkers study the people, places, ideas, and events in the Western Hemisphere to construct the story of history from diverse and multiple perspectives including those underrepresented or absent from traditional narratives by using primary and secondary sources.
Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history.
Civic-minded individuals analyze how the actions of individuals and groups can have a local, national, and international impact.
Civic-minded individuals analyze the relationship between rights and responsibility in national and global contexts.
Civic-minded individuals apply the inquiry process, collaborative problem-solving, and design thinking to create actionable solutions to civic problems.
Inquiry Questions
Inquiry Questions
What questions help us understand the development of the Western Hemisphere and the interactions of people in the region?
What key primary sources help us to understand the Western Hemisphere?
To what extent does globalization depend on a society's resistance to and adaptation to change over time?
What are different ways to define the Western Hemisphere based on human and physical systems?
What does it mean to live in an interconnected world?
How can you be a productive member of the global community and a contributing citizen of the United States?
Why are there greater challenges and opportunities when multiple groups interact?
Disciplinary, Informational, and Media Literacy
Disciplinary, Informational, and Media Literacy
Cite specific textual evidence to support analysis of primary and secondary sources
Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.
Evaluate information critically and competently.
Cite textual evidence from content-specific texts to demonstrate understanding and support an analysis of the text, conduct an experiment, or perform a task.
Communicate and present information orally, in writing, and through the development of multimedia presentations, and other forms of technology in an effective manner.
Evaluate sources of information for context, bias, corroboration, propaganda, and differentiate facts from opinions, including using lateral reading and corroboration to verify factual information.
Evaluate the credibility, authority, relevance, and purpose of online and print sources.
Academic Vocabulary and Language Expectations
Academic Vocabulary and Language Expectations
Indigenous Peoples, culture regions, immigration, push/pull factors, migration, emigration, refugee, culture, assimilation, population density, multicultural
Possible Assessments
Possible Assessments
Chapter Assessments from TCI: Lessons 4, 13, and 18
Performance Assessments
Mini-Unit A: Indigenous Peoples' History and Impacts Today: Case Study
Mini-Unit A: Immigration in North America Podcast
Mini-Unit A: Indigenous Peoples' History and Impacts Today
Mini-Unit A: Indigenous Peoples' History and Impacts Today
Instructional Resources
Instructional Resources
TCI Chapters/Lessons
Lesson 12: Mapping Lab: Canada and the United States
Lesson 4: Indigenous Peoples of North America
Supplemental Resources
What are the Indigenous perspectives on Thanksgiving? Reading and lesson ideas
Ute Tribal Path: Online exhibit from History Colorado
Mini-Unit B: Immigration and Diversity
Mini-Unit B: Immigration and Diversity
Instructional Resources
Instructional Resources
TCI Chapters and Lessons
Lesson 7: Mexicano Contributions to the Southwest
Lesson 13: Settlement Patterns and Ways of Life in Canada
Lesson 18: Migration to the United States: Impact on People and Places
Additional Resources
Your Huddled Masses: Geoinquiry Activity
American Indian Perspectives on Thanksgiving. Background reading and lesson ideas from the National Museum of the American Indian
Inquiry Kit: Modern Immigration Stories
Exploring Latino Diversity in the United States: Google Arts and Culture
American Stories: Teens and Immigration: Online guided activity with videos and inquiry around teenage immigrant experiences in America.
DLMS Booksets
Letters from Cuba by Ruth Behar
Us, In Progress by Lulu Del Acre (Latino short stories)
Enchanted Air, by Margarita Engle
Inside Out and Back Again by Thanhha Lai
Other Words for Home by Jasmine Warga
Sora Books
The Turtle of Oman by Naomi Shihab Nye
The Other Half of Happy by Rebecca Balcárcel
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