How did many peoples contribute to the development of the United States?

Introduction for Teachers

Designed by Sheila Andersen, Barbara Borrelli, and Diane Grice
(sheila.andersen@fcps.edu, barbara.borrelli@fcps.edu, and diane.grice@fcps.edu).
Last updated: January 25, 2006

This lesson was developed as part of An Adventure of the American Mind Northern Virginia Partnership (AAMNVA) , a federally funded professional development program to assist educators in using Library of Congress primary resources to support student learning.

School District and State: Fairfax County Public Schools; Virginia

This LibraryQuest is designed as a series of four web-based lessons which are an integration of 6th grade social studies and language arts content in Fairfax County, VA.  The lessons can be used sequentially, one during each of the four quarters of the year.   Or the LibraryQuests can be used individually, as the teacher deems necessary, during the year.  Each segment is anticipated to take two to three days.  If used as a whole the LibraryQuest provides excellent preparation for student engagement in a culminating performance assessment at the end of the school year. This assessment tests student abilities to integrate content knowledge with research and presentation skills. 

Students participating in all four segments of the quest will develop content knowledge regarding Native Americans/early settlement, colonization, the American Revolution, and the Civil War.  They will make connections between historical events and the people and groups which contributed to them.  They will also develop their skill at using primary source documents to answer questions.

1st Quarter LibraryQuest: Native Americans
Unit Number/Title:	Native Americans
Conceptual Unit Question:	How did Native Americans contribute to the settlement of North America?
Enduring Understanding:	The development of the United States was a result of the contributions of many peoples.
Essential Knowledge:	POS 1 and 7; SOL USL 3b The student will demonstrate knowledge of how early cultures developed in North America by b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.
Skill Goals:	Inferring critical information from primary sources. Examining primary visual sources for pertinent details.  Identifying critical facts from primary textual sources. Use a graphic organizer to list facts from primary textual source. Compare and contrast critical information.
Key Concepts:	Native Americans were the first people to live in North America and contributed to the survival of European settlements.

2nd Quarter LibraryQuest: Colonization
Unit Number/Title:	Colonization
Conceptual Unit Question:	How did various religious groups contribute to the development of the original 13 colonies?
Enduring Understanding:	The development of the United States was a result of the contributions of many peoples.
Essential Knowledge:	POS 1,2,7,10; SOL USL5a The student will demonstrate knowledge of the factors that shaped colonial America by a) describing the religious and economic events and conditions that led to the colonization of America.
Skill Goals:	Inferring critical information from primary sources. Apply critical facts from textual sources to make a persuasive argument. Select an appropriate format to make a persuasive argument in the student’s own words.
Key Concepts:	Several of the original 13 colonies were founded by religious groups seeking religious freedom.

3rd Quarter LibraryQuest: American Revolution
Unit Number/Title:	American Revolution
Conceptual Unit Question:	How did the French contribute to the success of the patriots during the American Revolution?
Enduring Understanding:	The development of the United States was a result of the contributions of many peoples.
Essential Knowledge:	POS 1,3; SOL USL 6d The student will demonstrate knowledge of the causes and results of the American Revolution by d)   explaining reasons why the colonies were able to defeat Britain.
Skill Goals:	Inferring critical information from primary sources. Distinguishing pertinent sources with essential information. Organizing information.
Key Concepts:	French support of the patriots during the American Revolution contributed to their victory.

4th Quarter LibraryQuest: Civil War
Unit Number/Title:	The Civil War
Conceptual Unit Question:	How did women contribute to the war efforts of both the North and the South during the Civil War?
Enduring Understanding:	The development of the United States was a result of the contributions of many peoples.
Essential Knowledge:	POS 1,3,6,7,9,10; SOL USL 9f The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by f)   describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.
Skill Goals:	Inferring critical information from primary resources. Critical thinking to draw inferences from visual images.
Key Concepts:	Women contributed to the war efforts of both the North and the South at home, in business and on the battlefield.