Students predict the significance of the phrase E. Pluribus Unum. Then they examine racial, ethnic, and religious data about the U.S. population. Next they explain how diverse groups have contributed to our American identity. Finally they choose a favorite foreign or ethnic food and research a fact about the group that brought that particular food to the United States.
Students are introduced to the idea that many different immigrant and native groups have contributed to building the United States. They examine images of the Great Seal and U.S. money to locate the phrase “E. Pluribus Unum,” then respond to a collaborative prompt explaining what “Out of many, one” might mean, using their own ideas and prior knowledge.
Teacher MovesPreview the experience, key vocabulary, and objective. Guide students to find the phrase on the images and encourage imaginative interpretations, noting that they will revisit the phrase later in the lesson.
Students read brief text about the United States as a multicultural nation and view visuals showing racial and ethnic data from the 2010 Census. They rank racial groups from largest to smallest in the U.S. population, then use the interactive map Most common language spoken at home other than English or Spanish to identify the third most common language spoken in their state. Next, they read an overview of several religious groups in the United States and use the chart from the Religious Landscape Study to answer a question about major non-Christian faiths in the country.
Teacher MovesPrompt students to interpret the racial and ethnic data and discuss patterns they notice. After students identify the third most common language in their state, ask whether the result surprises them, invite them to share languages spoken at home, and guide observations about regional language patterns. Provide time for questions about the racial, ethnic, and religious groups described, clarifying terms and addressing misconceptions.
Students revisit the phrase “E. pluribus unum” and respond to a written prompt explaining how different racial, ethnic, and religious groups have contributed to American identity and helped create “one from many,” citing specific examples from the data and information they studied.
Teacher MovesReview student responses, select interesting or strong examples, and share them with the class to spark discussion about how diversity shapes a shared national identity.
Students read about how foods such as pizza reflect cultural contributions to American life. They choose a favorite foreign or ethnic food, upload a related photo, research one fact about the group that brought that food to the United States, and add this information to a shared post. They then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesIf needed, suggest examples of different cuisines to help students select a food. Monitor posts and discussion, prompting students to connect foods to the cultural groups that introduced them and to recognize these contributions as part of American identity.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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