american values assignment

Did you know? Advising Appointments are available year-round and throughout the summer!

• Undergraduates
• Ph.Ds & Postdocs
• Prospective Students & Guests
• What is a Community?
• Student Athletes
• First Generation and/or Low Income Students
• International Students
• LGBTQ Students
• Students of Color
• Students with Disabilities
• Student Veterans
• Exploring Careers
• Advertising, Marketing & PR
• Finance, Insurance & Real Estate
• General Management & Leadership Development Programs
• Law & Legal Services
• Startups, Entrepreneurship & Freelance Work
• Environment, Sustainability & Energy
• Media & Communications
• Policy & Think Tanks
• Engineering
• Healthcare, Biotech & Global Public Health
• Life & Physical Sciences
• Programming & Data Science
• Graduate School
• Health Professions
• Business School
• Meet with OCS
• Student Organizations Workshop Request
• OCS Podcast Series
• Office of Fellowships
• Navigating AI in the Job Search Process
• Cover Letters & Correspondence
• Job Market Insights
• Professional Conduct & Etiquette
• Professional Online Identity
• Interview Preparation
• Resource Database
• Yale Career Link
• Jobs, Internships & Other Experiences
• Gap Year & Short-Term Opportunities
• Planning an International Internship
• Funding Your Experience
• Career Fairs/Networking Events
• On-Campus Recruiting
• Job Offers & Salary Negotiation
• Informational Interviewing
• Peer Networking Lists
• Building Your LinkedIn Profile
• YC First Destinations
• YC Four-Year Out
• GSAS Program Statistics
• Statistics & Reports
• Contact OCS
• OCS Mission & Policies
• Additional Yale Career Offices

An Adventure in American Culture & Values

• Share This: Share An Adventure in American Culture & Values on Facebook Share An Adventure in American Culture & Values on LinkedIn Share An Adventure in American Culture & Values on X

This article originally appeared at https://www.internationalstudentguidetotheusa.com/articles/culture.php Provided by Marian Beane, Director, International Student/Scholar Office, UNC Charlotte.

Studying in the United States of America can be a wonderful learning experience. Both in and out of the classroom you will learn and practice the English language. You will also learn much about American life and its sometimes confusing culture. As you prepare to come to the U.S., it may help to know something about the values that shape U.S. Americans’ attitudes and behaviors. As you consider these values it is important to remember that:

• U.S. society is made up of a diversity of ethnic groups and cultures that have helped shape American values;
• Some individuals and groups have a set of respected values that are quite different from those of mainstream America;
• People’s attitudes and behavior are based on their values.

Some Major U.S. American Values

Individuality:  U.S. Americans are encouraged at an early age to be independent and to develop their own goals in life. They are encouraged to not depend (too much) on others including their friends, teachers and parents. They are rewarded when they try harder to reach their goals.

Privacy:  U.S. Americans like their privacy and enjoy spending time alone. Foreign visitors will find U.S. American homes and offices open, but what is inside the American mind is considered to be private. To ask the question “What is on your mind?” may be considered by some to be intrusive.

Equality:  U.S. Americans uphold the ideal that everyone “is created equal” and has the same rights. This includes women as well as men of all ethnic and cultural groups living in the U.S. There are even laws that protect this “right to equality” in its various forms.

The general lack of deference to people in authority is one example of equality. Titles, such as “sir” and “madam” are seldom used. Managers, directors, presidents and even university instructors are often addressed by their first or given name.

Time:  U.S. Americans take pride in making the best use of their time. In the business world, “time is money”. Being “on time” for class, an appointment, or for dinner with your host family is important. U.S. Americans apologize if they are late. Some instructors give demerits to students who are late to class, and students at most universities have institutional permission to leave the classroom if their instructor is 10 or 15 minutes late.

Informality:  The U.S. American lifestyle is generally casual. You will see students going to class in shorts and t-shirts. Male instructors seldom wear a tie and some may even wear blue jeans. Female instructors often wear slacks along with comfortable walking shoes.

Greetings and farewells are usually short, informal and friendly. Students may greet each other with “hi”, “how are you”? and “what’s up”? The farewell can be as brief as: “See you”, “take it easy”, or, “come by some time” (although they generally don’t really mean it). Friendships are also casual, as Americans seem to easily develop and end friendships.

Achievement & Hard Work/Play:  The foreign visitor is often impressed at how achievement oriented Americans are and how hard they both work and play. A competitive spirit is often the motivating factor to work harder. Americans often compete with themselves as well as others. They feel good when they “beat their own record” in an athletic event or other types of competition. Americans seem to always be “on the go”, because sitting quietly doing nothing seems like a waste of time.

Direct & Assertive:  U.S. Americans try to work out their differences face-to-face and without a mediator. They are encouraged to speak up and give their opinions. Students are often invited to challenge or disagree with certain points in the lecture. This manner of direct speaking is often interpreted by foreign visitors as rude.

Looking to the Future and to Change:  Children are often asked what they want to be “when they grow up”; college students are asked what they will do when they graduate; and professors plan what they will do when they retire.

Change is often equated with progress and holding on to traditions seems to imply old and outdated ways. Even though Americans are recycling more than before many purchased products are designed to have a short life and then be thrown away.

Adjustment & Culture “Shock”

You may notice that these American values are, in some instances, quite different from your own. When you come to the U.S. the reality of these differences will be more evident. You will likely experience culture “shock” as you learn to adjust to the new culture and way of living. This is very normal and requires both time and patience.

Good Wishes for a New Cultural Experience

Your decision to study in the United States will provide you with endless opportunities to learn about a new culture and about yourself as well. You will also have a chance to “educate” U.S. Americans about your own country and cultural values.

Office of Career Strategy

Visiting yale.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

8.2: American beliefs and values

• Last updated
• Save as PDF
• Page ID 39196

• Utah State University via Rebus Community

As pointed out in the last chapter, it is a mistake to automatically assume that everyone in a large multicultural country like the U.S. shares a common culture. But this hasn’t stopped many writers from suggesting that they do. Among the most recent popular essays to address the question of American beliefs and values is Gary Althen’s “American Values and Assumptions.” Here is a list of the beliefs and values that Althen (2003) identifies as typically American:

• individualism, freedom, competitiveness and privacy
• informality
• the future, change and progress
• the goodness of humanity
• achievement, action, work and materialism
• directness and assertiveness

In what follows, I summarize Althen’s description of typical American values and assumptions, sometimes extending his examples with my own.

Individualism

According to Althen (2003), “the most important thing to understand about Americans is probably their devotion to individualism. They are trained from very early in their lives to consider themselves as separate individuals who are responsible for their own situations . . . and . . . destinies. They’re not trained to see themselves as members of a close-knit interdependent family, religious group, tribe, nation, or any other collectivity.”

Althen illustrates the above point by describing an interaction he observed between a three-year-old boy and his mother. They are at the mall, and the boy wants to know if he can have an Orange Julius, (a kind of cold drink made from orange juice and ice). The mother explains to him that he doesn’t have enough money for an Orange Julius because he bought a cookie earlier. He has enough for a hot dog. Either he can have a hot dog now, she says, or he can save his money and come back another day to buy an Orange Julius.

Althen says that people from other countries often have a hard time believing the story. They wonder, not just why such a young child would have his own money, but how anyone could reasonably expect a three-year-old to make the kind of decision his mother has suggested. But Americans, he says, understand perfectly. They know that such decisions are beyond the abilities of three-year-olds, but they see the mother as simply introducing the boy to an American cultural ideal—that of making one’s own decisions and being responsible for the consequences.

Americans feel strongly about their freedom as individuals. They don’t want the government or other authorities meddling in their personal affairs or telling them what they can and cannot do. One consequence of this respect for the individuality of persons, Althen claims is that Americans tend not to show the kind of deference to parents that people in more family-oriented societies do. For example, Americans think that parents should not interfere in their children’s choices regarding such things as marriage partners or careers. This doesn’t mean that children do not consider the advice of parents; quite the contrary, psychologists find that American children generally embrace the same general values as their parents and respect their opinions. It is just that Americans strongly believe everyone should be free to choose the life he/she wishes to live.

Competitiveness

The strong emphasis on individualism pushes Americans to be highly competitive. Althen sees this reflected not only in the American enthusiasm for athletic events and sports heroes, who are praised for being “real competitors,” but also in the competitiveness that pervades schools and extracurricular activities. According to Althen, Americans are continually making social comparison aimed at determining:

. . . who is faster, smarter, richer, better looking; whose children are the most successful; whose husband is the best provider or the best cook or the best lover; which salesperson sold the most during the past quarter; who earned his first million dollars at the earliest age; and so on.

Americans assign great value to personal privacy, says Althen, assuming that everyone needs time alone to reflect or replenish his or her psychic energy. Althen claims that Americans don’t understand people who think they always have to be in the company of others. He thinks foreigners are often puzzled by the invisible boundaries that seem to surround American homes, yards, and offices, which seem open and inviting but in fact are not. Privacy in the home is facilitated by the tendency of American houses to be quite large. Even young children may have bedrooms of their own over which they are given exclusive control.

The American Declaration of Independence asserted (among other things) that “all men are created equal.” Perhaps most Americans are aware that equality is an ideal rather than a fully realized state of affairs; nevertheless, says Althen, most Americans “have a deep faith that in some fundamental way all people . . . are of equal value, that no one is born superior to anyone else.”

Informality

American social behavior is marked by extraordinary informality. Althen sees this reflected in the tendency of Americans to move quickly, after introductions, to the use of first names rather than titles (like Mr. or Mrs.) with family names. Americans, says Althen, typically interact in casual and friendly ways. Informality is also reflected in speech; formal speech is generally reserved for public events and only the most ceremonious of occasions. Similarly, Americans are fond of casual dress. Even in the business world, where formal attire is the rule, certain meetings or days of the week may be designated as “business casual,” when it is acceptable to shed ties, suit coats, skirts and blazers. Foreigners encountering American informality for the first time may decide that Americans are crude, rude, and disrespectful.

The Future, Change, and Progress

The United States is a relatively young country. Although the first European colonies appeared in North America nearly 400 years ago, the United States is only 230 years old as I write these words. Perhaps this is why the U.S. tends to seem less tied to the past and more oriented towards the future. Moreover, the country has changed dramatically since the time of its founding, becoming a major world power only in the last 75 years.

To most Americans, science, technology and innovation are more salient than history and tradition, says Althen. Americans tend to regard change as good, and the new as an improvement over the old. In other words, change is an indication of progress. Americans also tend to believe that every problem has a solution, and they are, according to Althen, “impatient with people they see as passively accepting conditions that are less than desirable.”

The Goodness of Humanity

Although some Americans belong to religious groups that emphasize the inherent sinfulness of man, Althen claims that the basic American attitude is more optimistic. For one thing, the American belief in progress and a better future, Althen argues, would not be possible if Americans did not believe human nature was basically good, or at least that people have it within their power to improve themselves. The robust commercial literature of self-help or self-improvement is another source of evidence for this conviction.

Americans regard time as a precious resource, says Althen. They believe time should always be used wisely and never wasted. Americans are obsessed with efficiency, or getting the best possible results with the least expenditure of resources, including time.

Achievement, Action, Work, and Materialism

American society is action oriented. Contemplation and reflection are not valued much unless they contribute to improved performance. Americans admire hard work, but especially hard work that results in substantial achievement. “Americans tend to define and evaluate people,” says Althen, “by the jobs they have.” On the other hand, “family backgrounds, educational attainments, and other characteristics are considered less important.”

Americans have also been thought of as particularly materialistic people, and there is no denying that American society is driven by a kind of consumer mania. Material consumption is widely seen as the legitimate reward for hard work.

Directness and Assertiveness

Americans have a reputation for being direct in their communication. They feel people should express their opinions explicitly and frankly. As Althen expresses it, “Americans usually assume that conflicts or disagreements are best settled by means of forthright discussions among the people involved. If I dislike something you are doing, I should tell you about it directly so you will know, clearly and from me personally, how I feel about it.”

Assertiveness extends the idea of directness in the expression of opinion to the realm of action. Many Americans are raised to insist upon their rights, especially if they feel they have been treated unfairly, or cheated, e.g., in a business transaction. There is a strong tradition, for example, of returning merchandise to retail stores, not only if it is defective but even if it just does not live up to an individual’s expectation as a customer. The retailer who refuses to satisfy a customer’s demand to refund the cost of an unacceptable product is likely to face a stiff argument from an assertive or even angry customer. The customer service personnel of major retailers tend, therefore, to be quite deferential to customer demands.

In his discussions of American values and assumptions, Althen is careful to point out that generalizations can be risky—that it would be a mistake to think that all Americans hold exactly the same beliefs, or even that when Americans do agree, that they do so with the same degree of conviction. He is also careful to note that the generalizations represent the predominant views of white, middle class people who have for a long time held a majority of the country’s positions in business, education, science and industry, politics, journalism, and literature. He acknowledges that the attitudes of many of the nation’s various ethnic minorities might differ from the values of the “dominant” culture but insists that as long as we recognize these limitations, it is reasonable to regard the observations he offers as true on the average.

There may be a good deal of truth to Althen’s claim; however, a closer look into American history reveals considerable regional variation in Americans’ understanding of even the most fundamental ideals, e.g., ideas about the freedom of the individual. In Part 2, we will see that a closer look at the American political scene, may force us to conclude that even when Americans endorse the same values, they may actually have different things in mind.

MS American Values: Home

Essential question.

How has an event or an idea since 1900 in United States History demonstrated and/or challenged an American value? How does that event or idea resonate today?

What is the important ideas you want students to get out of project? How to make this a question that will not just have students report on conflicts?

Resistance Movements Globally

Idea of impacting Change

How to define  movement and resistence - not one person, groups of people who try to enact change

Change leading to improvement in human rights?

How has a global movement since 1900 (anywhere in the world)demonstrated a ideal or value and or challenged a society to change? 

How has a resistant movement reflect tension between individual human rights and societal or government policies, practices or values?

Assignment Overview

American values research - video intro: the assignment , your task is to choose a historical topic of interest. you will then gather sources, research the topic, and connect it to an american value to answer the essential question above.  after some steps you will write a 3 - 5 page paper on the topic.  here are the steps for the assignment. more details will be included as you work through the assignment each week.  as you go through this process you will be supported during each step along the way, open & immerse:  bring in an item of value to share, then discuss personal values and the values of america together in class.  the discussion will focus ont these questions: what is a value and how is it formed what is an american value how do historical events demonstrate or challenge  an american value , explore: explore ideas about the essential question, and how to use the libguide to look for sources on two topics.  of those two topics, you will select one in consultation with your teacher., identify:   continue to learn about your topic and create research question(s) about the topic, and the corresponding american value. the question(s) will guide your research. , gather:  research your topic using the libguide sources. use at least 6 authoritative sources from the libguide, two being primary sources. as you gather information and take notes, keep track of your sources for a bibliography in mla format. , create :  create an outline, with topic sentences for each paragraph.  submit a rough draft for review, and then write the 3 - 5 page paper from the rough draft. include in text citations and a final bibliography., reflect:   fill out a google form about your thoughts on the process and the topic studied., sources for american values, video tutorial about sources for values.

• Landmark Decisions of the Supreme Court
• Declaration of Independence
• The Bill of Rights
• The Constitution of the United States
• The History of the Pledge of Allegiance
• Constitutional Center of the US
• National Constitution Center
• Statue of Liberty as a Symbol of Freedom

USERNAME and PASSWORDS

Username: pdslibs    (no caps), password: gooddata   (no caps).

EXCEPTIONS:

----EBSCOHOST Databases    USERNAME: pdslibs (no caps). PASSWORD: gooddata!21  ( no caps)

----EXPLORA PRIMARY   USERNAME: pdslibs (no caps).  PASSWORD: gooddata!21  ( no caps)

----PROQUEST HISTORICAL NEWSPAPERS: THE NYTIMES    USERNAME: pdshist   PASSWORD:  Gooddata!20 (notice G is Capitalized)

---- JSTOR     USERNAME  PDSlibs     (Notice PDS is in CAPS here). PASSWORD:  gooddata

PLAGIARISM, BIBLIOGRAPHIES, CITATIONS, AND WRITING TIPS

Watch brainpop plagiarism, video: create a bibliography from esubscriptions, go to mybib.com or watch this  video: create a bibliography from mybib.com, video: how to format at bibliography: sample bibliography (see document below), for  your paper you need to include  in-text citations for quotations only. (next year you will learn how to do this for other info)   when you use mybib.com it will create the in-text citation for you when it creates a bibliography entry, how to create in-text citations, check out this page for samples of in-text citations , google doc on in-text citations, how to integrate sources into your writing .

• SAMPLE BIBLIOGRAPHY THIS DOCUMENT SHOWS HOW TO FORMAT YOUR BIBLIOGRAPHY, OR WORKS CITED PAGE.
• HOW TO CREATE A BIBLIOGRAPHY WRITTEN INSTRUCTIONS

CORNELL NOTETAKING FORM

Brainpop: how to research and focus on a topic.

• BRAINPOP: How to Narrow a Topic THIS RESEARCH VIDEO explains how to begin with a broad topic, and narrow it down to focus on a smaller topic. Userrname: pdspds Pasword: pds

How to Select a Topic?

  video intro tutorial: topics & sources , to choose a topic think about three things: your  interest, the availability of 6 good sources, and the ability to connect the topic to an  american value., you will be meeting with a teacher to talk about your two topic choices. be sure that your topic is broad enough to have at least 6 sources of information, but narrow enough for you to develop a good research question, and answer the question in 3 - 5 pages., here are some topics from previous years  in case you wanted some ideas: ,   border wall.  immigrants - treatment, laws, etc (chinese immigration, and islamophobia),   kent state, gun laws.   mccarthyism   protest music 1960’s.   antiwar movement (vietnam)    dropping of atomic bomb/manhattan project, world trade center 9/11 and privacy.   feminism in our times (metoo, equal pay).  equal rights amendment, black lives matter and police brutality.   native american movement and policies.  pentagon papers, civil rights - many specific events or topics. voting rights.

• Lists of Topics from Mr. C

Historical Topics - Try these first!

Freedomflix  tutorial - (how to use to narrow a topic ).

• FreedomFlix This link opens in a new window FreedomFlix is the online resource that allows students to master content- area knowledge in social studies while honing their literacy skills. Project ideas based on FreedomFlix's strong social studies content call for students to explain historical events.

ABC-CLIO VIDEO TUTORIAL (HOW TO USE & NARROW A TOPIC)

• ABC-CLIO Database Check out topics by time period from 1900 - the present.

UXL ENCYCLOPEDIA OF AMERICAN HISTORY TUTORIAL (HOW TO NARROW A TOPIC)

• UXL Encyclopedia American History

Current News Sources and Websites

Click here for tutorial video how to use current news sources, use this link for  newsela  for current topics in the news. then sign in with your google username and password., for current news from across the political spectrum use allsides.com . it has an easy topic finder, and explains bias in all news sources., try the world book news site  and click on world news on the top bar to access current news websites from the nation and the world. students may also use these trusted news sites such as the wall street journal, the ny times, cnn, and more, but first check with your teacher about it, for the nytimes go to nytimes.com, encyclopedias.

• Britannica School This link opens in a new window Explore the updated online encyclopedia from Encyclopaedia Britannica with hundreds of thousands of articles, biographies, videos, images, and Web sites.
• Scholastic Go! This link opens in a new window Grolier offers encyclopedia and nonfiction information from elementary to adult levels. All articles are lexiled and are correlated to national and state standards, with over 340,000 editor vetted web links, and over 1,100 world newspapers in 73 languages representing 195 countries.
• World Book Encylopedias This link opens in a new window World Book Online is a suite of online research tools that includes encyclopedia articles, primary source collections, educator tools, student activities, pictures, audio, and video, complemented by current periodicals and related Web sites.

Primary Sources

Use this video to review the difference between primary and secondary sources.

• ABC-Clio History Databases This link opens in a new window ABC-CLIO's 15 subject-specific Solutions curriculum resources provide authoritative coverage of essential topics in U.S. history and government, world history, geography, and a range of multicultural and popular culture subjects.
• DocsTeach LInks Primary Sources to topics in history.
• National Archives Foundational Documents Text of Declaration of Independence, Bill of Rights, etc.
• Supreme Court Landmark Cases
• National Archives
• Life Magazine Photos by Decade
• Sparticus Educational
• Civil Rights Websites
• Lynching Memorial
• https://blacklivesmatter.com/
• Religious denominations in the United states

Crash Course: Civil Rights, Civil Liberties

Ebooks GVRL Username: pdslibs Password: gooddata

• Gale Virtual Reference Library (GVRL) This link opens in a new window Explore the many online reference and specialized ebooks on a variety of topics. GVRL allows access to hundreds of topic sources for research.
• Annenberg Classroom

Streaming Educational Videos about many topics

How to use learn360 streaming vidoes..

• Streaming Videos from Learn360 Check out this for educational steaming videos on any topic. You can look at short portions of longer videos or read the transcripts for information.

What does it mean to be " Right" and "Left"

Cornell Notetaking Forms

Current pro/con databases.

• Sirs Discoverer This link opens in a new window ProQuest SIRS Discoverer is a multidisciplinary database for elementary and middle school learners, researchers, and educators covering curriculum areas such as current events, history, health, language arts, math, science, social studies, and technology. All newspaper, magazine and reference content is 100% full text, editorially-selected and indexed from over 2,200 reliable, high-quality domestic and international sources. The collection includes 9,000 integrated educational weblinks, and reference materials such as the Compton’s by Britannica encyclopedia and DK Eyewitness books.
• CQ Researcher (Congressional Quarterly) This link opens in a new window CQ Researcher provides award winning in-depth coverage of the most important issues of the day. Our reports are written by experienced journalists, footnoted and professionally fact-checked. Full-length articles include an overview, historical background, chronology, pro/con feature, plus resources for additional research. Graphics, photos and short "sidebar" features round out the reports. Shorter "Hot Topics" articles provide a solid introduction to subjects most in demand by students.
• Global Issues in Context This link opens in a new window Global Issues in Context spans continents and cultures to bring essential, balanced information to researchers across many academic disciplines. Integrating news, global viewpoints, reference, country information, primary source documents, videos, statistics and more in a single search, Global Issues in Context not only focuses on broad issues such as poverty and nuclear proliferation, it also prompts a close appraisal of targeted issues,
• Infobase Facts on File Databases This link opens in a new window Facts on File Infobase source covers a wide variety of topics with more than 3,000 titles and spans a multitude of subject areas such as U.S. history, world history, language and literature, science and technology, careers, social issues, and many others. Our publishing program covers five reading levels: elementary (grades 3-5), middle school (grades 6-8), high school (grades 9-12), college/academic, and general adult. A
• SIRS Database This link opens in a new window SIRS® Issues Researcher provides background and current analysis necessary for the research and understanding of 320+ current and pervasive Leading Issues. Analysis and opinions cover the pros, cons, and everything in between on the most researched and debated social issues of the day.

Crash Course: Civil Rights

• Last Updated: Feb 22, 2024 11:11 AM
• URL: https://pds.libguides.com/MS8thGradeResearch

• News & Events
• Student Design Challenge Contest

How to read the Roadmap

Start here if you are coming to the Roadmap for the first time.

The 7 Themes

Explore our framework for civics and history education.

The 5 Design Challenges

Embrace the complexity of curricular design.

Implementing the Roadmap in your classroom

Design robust curricula tailored to your students. 

• by grade level
• by driving question
• by resource type
• Take Action
• Download Report & Roadmap

Interactive Roadmap

• Learn to read the roadmap

The Seven Themes

The five design challenges.

• Educator Resources
• Design Challenge Art Contest
• Download Report & Roadmap

Home » The Roadmap » The Seven Themes

The Roadmap

The aim of the Roadmap is to provide guidance that shifts content and instruction from breadth to depth by offering an inquiry framework that weaves history and civics together and inspires students to learn by asking difficult questions, then seeking answers in the classroom through facts and discussion for a truly national and cross-state conversation about civics and history to invigorate classrooms with engaging and relatable questions.

The Seven Content Themes map out the disciplinary and conceptual terrain, as well as the skills and dispositional learning needed to support healthy civic participation.

The Five Design Challenges span the seven themes and state honestly and transparently some of the rich dilemmas that educators will encounter as they work with the content themes and instructional guidance.

• The Seven Themes ?
• The Five Design Challenges ?

Civic Participation

Our changing landscapes, we the people, a new government & constitution, institutional & social transformation, a people in the world, contemporary debates & possibilities.

This theme explores the relationship between self-government and civic participation, drawing on the discipline of history to explore how citizens’ active engagement has mattered for American society and on the discipline of civics to explore the principles, values, habits, and skills that support productive engagement in a healthy, resilient constitutional democracy.

This theme focuses attention on the overarching goal of engaging young people as civic participants and preparing them to assume that role successfully.

Overarching Thematic Questions

• How have Americans come together in groups, made decisions, and affected their communities, the country, and the world?
• How can that history inform our civic participation today?
• What are the responsibilities and opportunities of citizenship and civic agency in America’s constitutional democracy?
• How can I participate?

Key Concepts and Questions by Grade

Key concepts.

• Learn and evaluate the characteristics of leadership
• Define components of a healthy community and the rights and responsibilities of community members
• Participate in a community through building relationships, making change, and problem-solving
• Learn about civic friendship and the benefit of compromise
• Develop media literacy skills to evaluate evidence and weigh claims

History Driving Questions

History sample guiding questions, civic driving questions, civic sample guiding questions, explore resources.

Introducing kindergarteners to their new classroom community

Inquiring Minds Institute

Katharina Matro, a high school social studies teacher who grew up in Germany, explains how consistent and open education about the Holocaust has shaped her own commitment to democracy and her love of country. Matro also serves as a member of the Teaching Division of the American Historical Association's governing council.

American Historical Association

In this learning resources, students will delve into the women's suffrage movement and use different historical accounts to understand the ratification of the 19th Amendment. Students will also consider which groups were left out of the suffrage movement and the importance of voting patterns today.

New American History

Children often lack knowledge and skills necessary to interact with each other, especially when confronted with differences in mobility, hearing, sight, developmental skills or verbal skills.

Learning for Justice

This learning resources focuses on the Polio vaccination in the 1940s and 1950s and the problems this epidemic posed to public health. Students will also compare this to the current global pandemic and the debates around the COVID-19 vaccine.

• Analyze leadership through past and present examples of change-makers
• Analyze strategies and examples of civic participation, including instances of participation by those without full political rights
• Engage as active community members and examine the tensions between personal interests and civic responsibilities
• Build civic friendship through informed civil dialogue and productive disagreement
• Analyze the past and present role of the media in shaping civic participation, including the importance of using credible sources

This lesson provides students with a variety of materials to learn about the polio epidemic and it has them draw connections between that event and the current pandemic.

iCivics, Inc.

From telegraphs to television to Twitter, how, why, and when presidents address the nation and global community has changed across U.S. history. This lesson examines the messages and mediums used by presidents and asks students to engage in point of view and change over time analyses as part of their evaluation.

National Endowment for the Humanities

This activity and resource collection guides students through answering a document-based question about the March on Washington. Using 6 supporting documents/images and a page of historical background, students answer the question, "Is the March on Washington evidence of the power of grassroots organizing or of charismatic leadership?"

Smithsonian National Museum of American History

This inquiry leads students through an investigation of political issues and political parties. By exploring the compelling question about how well political parties represent individuals, students consider their own political ideology as a lens for learning about the extent to which political parties address international and domestic issues.

C3 Teachers

This theme begins from the recognition that American civic experience is tied to a particular place, and explores the history of how the United States has come to develop the physical and geographical shape it has, the complex experiences of harm and benefit which that history has delivered to different portions of the American population, and the civics questions of how political communities form in the first place, become connected to specific places, and develop membership rules.

The theme also takes up the question of our contemporary responsibility to the natural world.

• How has our geographic, social, economic, and political landscape changed over time?
• How has the land we inhabit—from our local community to states and territories to the American republic—changed over time, and how have we shaped it?
• What different perspectives are there on those changes (see History Thematic Question), and on the benefits and costs of those changes?
• What principles and values do Americans invoke in our debates about these issues?
• Examine personal, familial, and societal connections between people, place, and history
• Understand personal connections to the values and norms that define various political communities
• Understand Indigenous histories and community connections to land
• Examine how land and people shape each other

Too often we look back at the way people lived and evaluate the past in terms of the technology that dominates our lives today. We ask: Imagine life without automobiles or electric lights or running water. No refrigerators, washing machines, radio, television, or movies? No computers, CDs, cell phones or credit cards? How did they survive? If that is how you want to approach the past, ask yourself this: what invention do we not have that will make Iowans of the future look back and wonder how made it through the day?

State Historical Society of Iowa

In this lesson, students practice their sourcing, corroboration and close reading skills by examining two diary entries of Spanish explorers involved in the Portola Expedition. Students are asked to consider the relative strengths and weaknesses in using these diary accounts to understand the purpose of the expedition and life for Native Americans across California in the 18th century.

Standford History Education Group

The physical landscape shapes the food people eat, the homes they build, the way they move around and the environment they live in. Students will investigate environmental history, which involves understanding relationships — and sometimes trade-offs — people make with the landscapes around them. Students also will use the perspectives of a historian, economist, geographer and political scientist to analyze images and documents.

In this learning resource, students will engage with the different histories of Fort Monroe in Hampton Virginia. Students will interpret the multiple historical events that occurred at Fort Monroe, starting with the arrival of the first enslaved Africans to North America to its formation as a safe haven for enslaved people during the Civil War.

This is a fourth grade resource that guides students through the diverse experiences of immigrants that traveled to New York in the mid-nineteenth and early twentieth century. Students will use primary sources to form an argument to answer the question: Did the American Dream come true for immigrants in New York?

This lesson plan examines the life of Catharine Paine Blaine, missionary, schoolteacher, and women’s rights activist who traveled from Seneca Falls, New York to Washington Territory in the 1850s. Students will examine primary sources and make connections to their own experiences, mapping the route that the Blaines took to reach Seattle from Seneca Falls.

Washington State Historical Society

• Examine how borders change over time and the consequences of U.S. territorial expansion
• Compare and contrast the characteristics of political communities and societies (e.g., laws, religions, rights, economic structures, cultural norms)
• Analyze Indigenous understandings of land stewardship, economic activity, property, and prosperity
• Analyze the impact of people, policy, and cultural norms on landscape and climate

In this lesson, students will analyze the visual and literary visions of the New World that were created in England during the early phases of colonization, and the impact they had on the development of the patterns of colonization that dominated the early 17th century. This lesson will enable students to interact with written and visual accounts of this critical formative period at the end of the 16th century, when the English view of the New World was being formulated, with consequences that we are still seeing today.

This unit looks at migration patterns in the United States in from the 18th century through the 20th century. Students will look at the interactions between Native people and European settlers in the cessions of Indigenous lands. They will also engage with the forced migration of enslaved people into the South.

This learning resource uses geospatial technology to investigate how products and resources in the thirteen colonies depended on location. Students will also use the geospatial resource to follow the population growth of the thirteen colonies throughout the 1700s.

This theme explores the idea of “the people” as a political concept--not just a group of people who share a landscape but a group of people who share political ideals and institutions. The theme explores the history of how the contemporary American people has taken shape as a political body and builds civic understanding about how political institutions and shared ideals can work to connect a diverse population to shared processes of societal decision-making.

The theme also explores the challenge of e pluribus unum: forging one political people out of diverse experiences.

• Who are “We the People of the United States” and how has the nation’s population changed over time?
• What does our history reveal about the aspirations and tensions captured by the motto E pluribus unum?
• Why does constitutional democracy depend on the idea of “the people”?
• What values, virtues, and principles can knit together “We, the People” of the United States of America?
• Explore the diversity that makes up the American community
• Discuss why we have government, and explore the relationship between people and their government
• Examine definitions of citizenship
• Explore the history of inclusion and exclusion of “the people” and access to citizenship
• Learn about the conflicts and histories of oppression and power, and explore constructive ways to discuss hard histories

Students will explore what it means to be responsible in a variety of settings. These lessons will focus on how to be responsible at home, in school, in the community and in the world. Students also will work together to establish classroom/school rules and determine how to be a responsible citizen to improve their community.

A primary source set guiding students in exploring their identities.

This learning resource investigates Harriet Tubman's life and legacy through historical documents and media. Students will compare the history told in textbooks to the reality of Tubman's incredible resistance as an abolitionist.

• Explore what it means to say that “the people” rule in a constitutional democracy
• Cultivate understanding of personal values, principles, commitments, and community responsibilities
• Explore the challenges and opportunities of pluralism, diversity, and unity within the U.S. and abroad
• Examine the values, civic virtues, principles, and role of the people in creating good governance at various levels
• Analyze the impact of enslavement, Indigenous removal, immigration, and other hard histories on definitions of and pathways to citizenship
• Explore the causes and consequences of different groups’ marginalization from participation in the polity
• Evaluate the extent to which marginalized groups have won incorporation into “the people” and advanced the shared values and principles of the U.S.

Students will learn about the history of the holiday of Juneteenth, analyze text sources that reveal important symbolism and rituals in Juneteenth commemorations, and reflect upon the significance of Juneteenth as an American holiday.

The Choices Program

The African-American Civil Rights movement is typically seen as having taken place mostly in the 1950s and 60s, when a confluence of social and economic factors enabled political change. The movement, however, has much deeper roots, and thus our toolkit starts in the 19th Century, some two generations before leaders like King, Parks, and others were born. Viewing the Civil Rights movement as a generational one provides a broader perspective on the ideas and people at the foundation of this work to achieve “a more perfect union” for all Americans.

Ashbrook/TeachingAmericanHistory

We’re collecting New Deal Curricula for High School and College courses. Please contact us if you would like to contribute to our collection. We would like to help disseminate curricula and teaching aids across the country.

Living New Deal

This theme explores the institutional history of the United States as well as the theoretical underpinnings of constitutional design.

• How did the U.S. government form and how have civic participants changed its shape over time?
• What is a constitution and what is its purpose?
• What is power?
• What are rights (natural rights, human rights, civil rights, etc.)?
• What is law?
• What is constitutional democracy?
• Explore the experiences and interests of various groups before and during the American colonial period
• Analyze arguments for and against U.S. independence from Great Britain
• Examine the principles/purpose of constitutional democracy and the extent to which U.S. constitutional democracy has lived up to those principles
• Explore concepts of fairness, unfairness, freedom, and equality in classrooms, communities, and governments.
• Explore why the U.S. form of government is so complex, embracing several levels and parts of government

In this lesson, students will learn about the judicial branch and legal processes in the court room. Students will also engage in a mock trial using contentious issues in the classroom.

National Constitution Center

This lesson builds on previous lesson, continuing to develop the students’ understanding of the Constitution by examining the Bill of Rights. The narrative provides an historical background for the writing of the first ten amendments, as well as the reasons why each amendment was seen as crucial to the states accepting the Constitution.

This lesson will help students understand why the Founders thought a republican form of government was best. Students will also learn about civic virtue and the common welfare.

Center for Civic Education

Using the Cathedral of Saints Peter and Paul as a landmark, students will analyze the structure as the primary source for learning about its significance. The lesson will combine writing, art, and historical context.

Historical Society of Pennsylvania

In this lesson, students will examine some of the fundamental ideas about government that are contained in the Declaration of Independence and the Preamble to the U.S. Constitution. When they have completed this lesson, students should be able to explain those ideas and identify which ideas the class holds in common.

• Analyze the ideas and debates about rights, power, civic participation, and decision-making that shaped the Revolution and the framing of the Constitution
• Evaluate the changing relationship between the U.S. Constitution and treaties with Indigenous nations
• Explore past and present efforts to adapt and redesign the U.S. Constitution and political institutions over time
• Explore the relationships between equality, equity, justice, freedom, and order in American constitutional democracy
• Develop an understanding of the purpose, processes, strengths, and weaknesses of U.S. government and politics
• Analyze the role of groups without formal decision-making power in influencing change in the U.S. government

This lesson outlines a role-playing activity intended to help students better understand the perspectives of individual delegates at the critical point when they were debating representation at the Constitutional Convention.

George Washington's Mount Vernon

A lesson plan that facilitates discussion amongst students about the challenges George Washington faced as the first President of the United States.

Students will investigate the powers of the Presidency in the Constitution, as outlined in the "Federalist Papers".

In this lesson, students learn about the landmark Supreme Court case Marbury v. Madison and its lasting ramifications for judicial review by analyzing and discussing segments of John Marshall's opinion.

Students will be able to identify and explain aspects of the Equal Rights Amendment debate including various legal and societal considerations.

C-SPAN Television Networks/C-SPAN Classroom

Institutional & social transformation - a series of refoundings.

This theme explores how social arrangements and conflicts have combined with political institutions to shape American life from the earliest colonial period to the present, investigates which moments of change have most defined the country, and builds understanding of how American political institutions and society changes.

• Is the American Revolution ongoing?
• How and why has the United States transformed its basic political, legal, economic, and social arrangements over time?
• How do you evaluate when changes are significant enough to count as a refounding?
• What is a just society?
• How do laws and social structures change?
• How can the Constitution be changed formally and informally? (and how can your state constitution or other charter be changed?)
• What political and economic ideas have contributed to these changes?
• Analyze why and how communities change and the causes and consequences of conflict.
• Examine people's role in social & institutional transformation
• Examine the institutional and extra-institutional strategies that people have used to make changes to society
• Explore the impact of American pluralism and unity on rules and institutions

An inspiring story about a black, female journalist breaking barriers while seeking truth, justice and equality. This book highlights Ethel's journey from young journalist to White House correspondant, and her legacy of asking the tough questions that mattered most in the fight for Civil Rights.

National Underground Railroad Freedom Center

• Explore the extent to which the U.S. has made progress in expanding rights and legal statuses for various groups over time, including changes to the Constitution and other charters
• Examine the historic and current relationships between formal politics and social movements, including the relationships between political, economic, and civil rights
• Evaluate specific moments of change as examples of refounding the United States
• Explore formal and informal revisions to America’s constitutional system, and the sources of such changes

This lesson plan attempts to dissolve the artificial boundary between domestic and international affairs in the postwar period to show students how we choose to discuss history. Students will examine a variety of primary source documents used inside the United States and abroad during the Cold War and the concurrent civil rights movement, to see how these documents can be used as evidence for both Cold War and civil rights issues in several different ways.

This online presentation highlights the fight over a woman’s right to vote by illustrating the arguments made by suffragists and their opponents.

Massachusetts Historical Society

This theme explores the place of the U.S. and the American people in a global context, investigating key historical events in international affairs,and building understanding of the principles, values, and laws at stake in debates about America’s role in the world.

• What does it mean to be a nation among nations?
• How has the United States dealt with different types of external relationships (conflictual and cooperative) across its history?
• What is our influence in the world—diplomatic, economic, military, and cultural—and how has the wider world shaped the United States?
• How do American constitutional principles influence the conduct of foreign policy?
• How has United States foreign policy changed across our history?
• How was the role of the executive branch changed across our history?
• Examine the causes and consequences of U.S. cooperation and conflict with other nations (past and present)
• Develop capacity to see international conflicts and their consequences from multiple perspectives
• Analyze various strategies for working with or against other nations (e.g., international orgs, military intervention, diplomacy)

This primary source set can be used in conjunction with other secondary sources to gain a complete picture of Japan’s attack at Pearl Harbor and the immediate response of American sailors, airmen, divers, and nurses.

Emerging America - Collaborative for Educational Services

In this lesson, students analyze primary source archival footage to explore the politics of the atomic bomb and the policy of containment, propagated paranoia related to the spread of communism, the nuclear arms race and détente, as well as the fall of the Berlin Wall and decline of the USSR.

Texas Archive of the Moving Image

This unit plan highlights how patterns of immigration are both similar and different for immigrant groups coming to America, using a diagram and PowerPoint Presentation that details the progression of the immigrant experience that serves as a model for a variety of immigrant groups. Included in the set is a Universal Design for Learning chart and an extensive annotated list of primary source documents from the Library of Congress provide a visual reinforcement of the immigrant journey both before, during, and after their arrival in the United States.

• Analyze various strategies for working with or against other nations (e.g., international agreements, diplomacy, international trade, protectionism, war)
• Examine the roles of national interest, human rights, and notions of justice when countries interact
• Explore how the U.S. has acquired and used its power and influence in the world, both positively and negatively
• Analyze how America’s founding principles and constitutional structures, and revisions to these over time, shape foreign policy
• Develop understanding of contemporary debates about how the U.S. should exercise its power and influence around the world and balance domestic and international interests

In this lesson, students will investigate the the confluence of factors, including the quickening pace of industrialization, urbanization, increasing immigration, and a growing presence on the world stage that faced America in the late 19th Century. These pressures gave rise to various political movements, each seeking to provide answers to the most serious questions of the day. Overall, Americans found answers to these issues in the ideas of the Progressives. From both major political parties, the Progressives offered solutions to economic, social, and political problems, in some ways using and in others changing the American system of government that had existed for a century at that point.

Through the use of primary and secondary sources, students will understand the impact that World War I had on Arkansas.

Arkansas Digital Archives

In this lesson, students learn about the events surrounding the Gulf of Tonkin incident in 1964, simulate the Senate's debate about the Gulf of Tonkin Resolution, and ultimately consider overarching questions about presidential power and decision-making in American foreign affairs.

A People with Contemporary Debates & Possibilities

This theme explores the contemporary terrain of civic participation and civic agency, investigating how historical narratives shape current political arguments, how values and information shape policy arguments, and how the American people continues to renew or remake itself in pursuit of fulfillment of the promise of constitutional democracy.

• How does knowledge of the American past—including of our constitutional forms and principles, as amended—help us to think about important political and economic debates today, including climate change and conservation, mass incarceration, individual rights and liberties, property and taxation, societal health and order, and political polarization?
• What are key current events and policy debates in our constitutional democracy?
• What values and principles underpin different positions on them? How do people engage with issues they care about?
• How can we ensure our sources of information about these questions are accurate and fair? What effects can misinformation have on contemporary debates?
• Explore elections and understand the reasons why individuals run for office
• Understand contemporary debates around the purpose and role of government and civic participation, including voting
• Explore debates and perspectives on how we tell our personal, community, and national histories and why they are important
• Analyze the relationship between individual perspectives and public debates
• Explore the relationships between hard histories and contemporary debates
• Cultivate an understanding of personal interests, motivations, and decisions as civic agents
• Build strategies for learning about current events, issues, and debates
• Explore the role of bias, truth, and the media in becoming informed civic participants
• Understand how fundamental American principles—and continuing debates about them—shape current policy debates

Don't have an account yet? Register

Already registered? Login

Download the Roadmap and Report

Download the Educating for American Democracy Roadmap and Report Documents

Get the Roadmap and Report to unlock the work of over 300 leading scholars, educators, practitioners, and others who spent thousands of hours preparing this robust framework and guiding principles. The time is now to prioritize history and civics.

Your contact information will not be shared, and only used to send additional updates and materials from Educating for American Democracy, from which you can unsubscribe.

• << Previous: Essay Topic: U.S. Values in the Media
• Next: Research Your Topic >>
• Last Updated: Aug 28, 2023 6:03 PM
• URL: https://libguides.seminolestate.edu/SociologyEssayValues

5 Main Elements of American Core Values assignment

• Word Document File

Description

This assignment is designed for AP U.S. Government & Politics students for Unit 4 of the AP curriculum. However, it can be used for other civic and government classes. The goal of this assignment is to help students not only identify what the major core values that most Americans share, but also help them understand how different groups of people (i.e., conservatives and liberals) interpret these values differently. It also asks students to examine their own feelings and values about what each core element means to them.

Questions & Answers

John conner.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

Lesson Plan

• Printer Friendly Version
• Send to a Friend
• Add to My ePortfolio

Understanding American Values by Discovery Education

Social Studies (NYS K-12 Framework Common Core)

Grade Levels

4th Grade, 7th Grade

2-3 class periods

Students will

• Students will identify events that led to the American Revolution.
• Students will describe the emotions and sentiment that led to the American Revolution.
• Understanding American Values program
• Reference books with information about the causes of the American Revolution
• Computer with Internet access (optional)
• Regular writing paper
• Pencils and erasers
• Black felt tip markers
• Heavy white card stock or bond paper, 1 per student (8 ? by 11 in.)
• Black tea bags soaked in warm water, 1 per student
• Paper towels

Before the lesson, put the tea bags in a container of warm water to steep.

Discuss colonial America and why the colonies sought independence from Britain.

• What were the positive things about being ruled by a far-away government? What were the negative things?
• What did the British government do that angered the colonists?
• Were the colonists reasonable to want independence from Britain?

Divide the class into groups of  three or four students. Have each group use reference materials and the Internet to research the reasons for the American Revolution. Tell them to list at least four events that led to the war and discuss whether they think the colonists were reasonable to want independence. The following Web sites may prove helpful:

Was the American Revolution a Revolution? Thomas Paine

Ask each group to share their research and opinions. Discuss the following question:

• Would you have wanted independence as a colonist? Explain your answer.

Tell students to imagine they are colonists living in Boston in 1770, just after the Boston Massacre occurred. They have received a letter from a relative in Great Britain who is upset that the colonies are no longer loyal to King George III. The relative wants to know why the colonists are behaving ungratefully.

• What would you say to this relative?
• How would you convince someone that you and the other colonists are seeking independence from the king for good reasons?

Explain to students that they will write letters to those relatives, persuading them to accept and agree with the American fight for liberty and freedom. Ask students to think about how the Stamp Act or Boston Massacre might have affected their lives and the lives of others in colonial America. Addressing creatively why the policies of King George III are unfair, students? letters should include at least two events that led to the desire for independence. They should also include a definition of liberty and why they want it badly enough to fight. Review the parts of a letter, and tell students that each should include the date (between March 5 and December 31, 1770), greeting, body, closing, and signature.

Before they write, have students take a tea bag sitting in water and rub it over a piece of card stock or bond paper to make it look old. Blot the excess water with paper towels and place the paper between two sheets of fresh paper towel to dry. Put a heavy book on top of the paper and set it aside to dry overnight.

Give students time to work on their letters in class or as a homework assignment. They may refer to the reference books or the Internet for more information about events leading to the Revolutionary War.

After students have finished drafting their letters, have them trade with a peer to edit for spelling, grammar, and correct letter format. Once letters have been edited, give students black felt-tip markers and have them write their final versions on the aged-looking paper. Tell them to write their letters lightly in pencil before tracing over them in black marker.

Display the finished letters in the classroom

Use the following three-point rubric to evaluate students' work during this lesson.

• Three points:  Students clearly and correctly identified four or more events that led to the American Revolution; wrote thoughtful, creative letters that addressed all the necessary criteria and thoroughly explained the sentiment and emotion that led to the American Revolution.
• Two points:  : Students adequately identified at least three events that led to the American Revolution; wrote somewhat thoughtful, creative letters that addressed most of the necessary criteria and generally explained the sentiment and emotion that led to the American Revolution.
• One point:  Students identified two or fewer events that led to the American Revolution; wrote incomplete letters that addressed little to none of the necessary criteria and inadequately explained the sentiment and emotion that led to the American Revolution.

Understanding American Values

colony Definition: A region politically controlled by a distant country; a dependency Context: Many people in the 13 colonies did not like being ruled by Great Britain.

freedom Definition: Political independence Context: The colonies wanted freedom from unfair government controls, including British taxes.

liberty Definition: Freedom from unjust or undue governmental control Context: Twenty-five years after the Liberty Bell was hung in Philadelphia, the city would find itself embroiled in a war for the cause of liberty.

monarchy Definition: A state ruled or headed by a sole or absolute sovereign such as a king or empress Context: Great Britain, which was a monarchy, originally controlled the 13 American colonies.

representative Definition: One that serves as a delegate or agent for another; a member of a governmental body, usually legislative, chosen by popular vote Context: In the summer of 1776, representatives from the each of the 13 colonies met in Independence Hall in Philadelphia, Pennsylvania.

tax Definition: A contribution for the support of a government required of persons, groups, or businesses within the domain of that government Context: The British placed high taxes on tea, paper, glass, lead, paint, and other items they sent to the American colonies.

Content Provider

Discovery Education Discovery Education offers a breadth and depth of digital media content that is immersive, engaging and brings the world into the classroom to give every student a chance to experience fascinating people, places, and events. All content is aligned to state standards, can be aligned to custom curriculum, and supports classroom instruction regardless of the technology platform. Whether looking for a digital media library service, an implementation to help you transition your classroom to a 21st century environment or to move completely to replace textbooks with digital resources, Discovery Education offers a continuum of solutions to meet your district's specific needs. In addition, we offer real-time assessment services and a variety of professional development to ensure effective implementation in the classroom. You know your needs. We know our services. Together we can create an effective solution. And, add the vast number of additional classroom instruction opportunities available such as virtual experiences, compelling Discovery talent, free lesson plans and materials, and a variety of contests and challenges and with Discovery Education teachers are truly able to give students opportunities to soar beyond the traditional textbook for endless possibilities.

Related Academic Standards

New york state.

W.4.2.a  Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.7.2.a  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SS.4.3.d  Growing conflicts between England and the 13 colonies over issues of political and economic rights led to the American Revolution. New York played a significant role during the Revolution in part due to its geographic location.

SS.4.3.d.1  Students will examine issues of political and economic rights that led to the American Revolution.

SS.7.3  AMERICAN INDEPENDENCE: Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome of the American Revolution.

The American Cultural Values

Introduction, the value of individualism, the value of privacy, the value of equality, importance of the values, references:.

America is one diverse society and the question of if cultural values exist is complex. American society is made up of various ethnic groups and cultures. American culture is enhanced by the values and beliefs, which have shaped the attitudes and behaviors of the majority of Americans.

There are several values and norms that are followed in America, and there are few selected core values in the American value system namely individuality, privacy and equality.

Individualism is the act of seeking ones moral value. This is achieved by partaking ones goals, aspirations, liberty and self reliance. An individualist is egocentric and opposes interference of the community in his undertakings. It focuses on the individual possessiveness hence the lifestyles geared toward self creation.

Americans are so committed to honor individualism and its one of the basis of the American values. Children in America are encouraged to perceive themselves as responsible individuals for there own destiny but not as a member of a society. An individualist being part of a society serves his own interests without considering the interests of the society at large (Brinkerhoff , et al., 2006).

The government has a lot of influence in ensuring that each individual’s rights are protected by the United States constitution. Americans desire personal social and economic success hence this has made them self reliant and has resulted in the competitiveness of American society.

Privacy is described as the ability of a group or an individual to alienate themselves or their information. Americans believe that they need time to themselves to reflect on their issues and recover their energy. They respect each others privacy and making friends is a bit difficult since mostly they don’t go beyond a friendly greeting. In the American constitution there are by laws on privacy that protect the citizens from intrusion of their privacy.

Equality for a long time in the United States has had controversies. In the early 1860’s there was racial discrimination and the blacks were not treated equally. This changed in 1868 when the African Americans were given equal protection in the 14 th amendment. Their guaranteed freedom came about in the 15 th and 24 th amendments when they were allowed to vote and the system of poll tax abolished. Since then America has been improving in ensuring equality for its citizens (Marshall, G, 1998).

Today Americans highly regard equality and as a God fearing nation they view it from a religious point of view. They trust that were all created equally and have equal chances to succeed in life. The United States is believed to be a land of equal opportunity for everyone regardless of their nationality, ethnic or racial origin (Brinkerhoff , et al., 2006).

However there are still forms of inequality especially at the workplace. This is evident when diversity in employment is not considered. Today in America women receive much less salaries than men in the same job positions. Some ethnic groups are also discriminated in workplaces especially Africa Americans, Hispanic Americans, Alaska natives and Red Indians.

Some organizations also discriminate the physically challenged. There have also been economic discriminations especially in regard to people from economically disadvantaged backgrounds who are not employed in some organizations.

The three American values discussed complement one another positively.The respect for one another’s privacy makes Americans to be people of focus and major their time on development issues rather than poking noses into other people’s lives (Marshall, G,1998). Individualism that starts even in childhood teaches Americans to be self- sufficient and focus on innovative matters. Equality creates trust, harmony, peace and unity and bridges the social gaps that are created by discrimination.

The American culture is rich in its values and that has greatly advanced the American attitudes.This positive strength has enabled us to dream, be innovative and this has resulted in remarkable advances in health, science and technological advances.

Brinkerhoff, D, B, White, L.K, Ortega, S, T, Weitz , R. (2006) Essentials of sociology . seventh edition. New York: Allyn & Bacon.

Marshall, G. (1998). Affective individualism . A Dictionary of Sociology . Web.

Cite this paper

• Chicago (N-B)
• Chicago (A-D)

StudyCorgi. (2021, November 25). The American Cultural Values. https://studycorgi.com/the-american-cultural-values/

"The American Cultural Values." StudyCorgi , 25 Nov. 2021, studycorgi.com/the-american-cultural-values/.

StudyCorgi . (2021) 'The American Cultural Values'. 25 November.

1. StudyCorgi . "The American Cultural Values." November 25, 2021. https://studycorgi.com/the-american-cultural-values/.

Bibliography

StudyCorgi . "The American Cultural Values." November 25, 2021. https://studycorgi.com/the-american-cultural-values/.

StudyCorgi . 2021. "The American Cultural Values." November 25, 2021. https://studycorgi.com/the-american-cultural-values/.

This paper, “The American Cultural Values”, was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment.

Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the highest standards in terms of grammar, punctuation, style, fact accuracy, copyright issues, and inclusive language. Last updated: November 25, 2021 .

If you are the author of this paper and no longer wish to have it published on StudyCorgi, request the removal . Please use the “ Donate your paper ” form to submit an essay.

We often hear of "American values." For this assignment, use...

We often hear of "American values." For this assignment, use...

We often hear of "American values." For this assignment, use  https://www.forbes.com/sites/shaunharper/2023/09/30/arizona-coyotes-ceo-xavier-gutierrez-brings-latino-representation-to-the-pro-sports-presidency-all-by-himself/?ss=diversity-inclusion&sh=437fce722078

that demonstrates a positive social value. Use the assigned articles to connect the real world to the values explored in the course. Analyze how the value makes a positive contribution to society.

Answer & Explanation

Key notes and points to consider in answering the task

In answering the questions, you have to analyze the key words and phrases in the article to get an idea of how to formulate your answers to the question. I suggest that you place emphasis on resiliency and adaptability as the American values reflected in the article. The highlighted words or phrases give emphasis to the key words in the suggested responses.  

Here is the suggested content and structure of the answer to the questions: Use the assigned articles to connect the real world to the values explored in the course. Analyze how the value makes a positive contribution to society.

The article Arizona Coyotes CEO Xavier Gutierrez Brings Latino Representation To The Pro Sports Presidency—All By Himself shows the ethnic diversity in the United States, especially in the field of sports. The embrace and celebration of ethnic diversity has been a basic feature of American society and culture , and it has contributed to the strength and vibrancy of the country. Ethnic diversity is strongly linked to various good American values and beliefs. A varied society responds to change and tackles problems by utilizing a wider range of perspectives and experiences. The American values that we can derive from this are resilience and adaptability.

According to the article, Gutierrez states that " it's critical for diverse voices to have a seat at the table, impacting a broader array of decisions through their unique perspectives and personal histories ." This highlights the value of ethnic diversity and the need for everyone to be resilient and adaptive in the face of change and decision-making . In American civilization, resilience and flexibility are essential traits, especially when considering ethnic variety. Ethnic diversity frequently refers to the coexistence of people from different cultural backgrounds within the same civilization. To successfully integrate into American society, both newcomers and established communities must possess resilience and adaptability. They must be able to contribute their distinct viewpoints while simultaneously adjusting to the dominant culture and customs.

Americans must be culturally aware and flexible in their interactions with people from other backgrounds as the world grows more interconnected , both at home and abroad. A daptability and resilience make a positive contribution to society because they are essential elements of global competency, and in the case of the article, in the field of sports. An atmosphere where people can exhibit their distinct cultural identities while still being a part of a broader, inclusive American identity is fostered by resilience and adaptability, which are important values in society connecting us to the real world. Maintaining this equilibrium is crucial for appreciating variety without eliminating personal or collective identities.

I hope these suggestions and recommendations help you with your assigned tasks. 

Have a great day and keep safe!  

Related Q&A

• Q Develop an industry or product chain or flow chart for the product Hewlett-Packard Company (HP) from its start to finish... Answered over 90d ago
• Q Year Month Market Risk Premium (R m - R f ) Size Premium Across Regions (SMB, Small-Minus-Big) Global Market Developed M... Answered over 90d ago
• Q This image shows a cell. Select all the statements that are correct for this cell. Question 46 options: This is a plant ... Answered over 90d ago
• Q A teacher wants to figure out how quickly a student can complete routine adding and subtracting problems in one minute. ... Answered over 90d ago
• Q Determine the constant that should be added to the binomial so that it becomes a perfect square trinomial. Then, write a... Answered 88d ago
• Q I need a topic for a problem/resolution paper for professional nursing class. Requirements: Identify a problem from your... Answered 75d ago
• Q "The Culture of the Cold War" by the historian Stephen Whitfield   Duck And Cover (1951) Bert The Turtle https://www.you... Answered over 90d ago
• Q To prepare: For this assignment, locate, attend, and observe an open Alcoholics Anonymous (AA), Al-Anon, or another comm... Answered over 90d ago
• Q Good Morning I'm trying to compile a project for my class.   The assignment is thus  In this class, you will modify and ... Answered over 90d ago
• Q  . Given the following information, calculate 150 51 1.75. Given the following information calculate the EVA leconomic v... Answered over 90d ago
• Q 1. What are the features of linear programming models that are shared by nonlinear programming models? 2. How does the a... Answered over 90d ago
• Q Stacey is a director of Connolly Corporation and is paid directors' fees of $7,000.00 semi-annually. Stacey is not on th... Answered 89d ago
• Q revised the two paragraphs. Conversely. the implication of wellness among poor families, poor nations, formations, and p... Answered over 90d ago
• Q A real-estate agency named HomeComfort which has recently been founded in Canberra wants to setup a database to accomoda... Answered over 90d ago
• Q The company did not implement a respiratory protection program, a hearing conservation program, assessments for PPE, and... Answered over 90d ago
• Q In the fictional work of Franz Kafka, notably his novel The Trial, surveillance is an important theme that features prom... Answered over 90d ago

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

Many Americans find value in getting news on social media, but concerns about inaccuracy have risen

Social media plays a crucial role in Americans’ news consumption . Half of all U.S. adults say they at least sometimes get news there, according to a 2023 Pew Research Center survey .

Those who get news on social media name a variety of things that they like about it, including convenience, speed and the element of social interaction. But some social media news consumers also express concerns about news there being inaccurate, low quality and politically biased. The share who say inaccuracy is the aspect they dislike most has increased from 31% to 40% in the past five years.

These findings come from a broader Center survey of U.S. adults’ news habits . The survey asked Americans who get news on social media to describe – in their own words – the things they like and dislike most about getting news there. Their responses were then sorted into categories.

Pew Research Center asked two open-ended questions about what people like and dislike most about getting news on social media as part of a survey on U.S. adults’ news habits. The survey of 8,842 U.S. adults was conducted from Sept. 25 to Oct. 1, 2023.

Everyone who completed the survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the  ATP’s methodology .

We asked all respondents who say they get news on social media to answer the open-ended questions. Responses were manually coded into categories. In total, we coded 4,507 open-end responses on what respondents like the most and 4,453 responses on what respondents dislike the most.

Here are the  questions used for the fall 2023 survey , along with responses, and its  methodology .

We asked whether Americans prefer social media or news outlets for various types of information on a separate ATP survey conducted March 20-26, 2023, among 3,576 U.S. adults. Here are the questions used for the spring 2023 survey , along with responses, and its  methodology .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This is the latest report in Pew Research Center’s ongoing investigation of the state of news, information and journalism in the digital age, a research program funded by The Pew Charitable Trusts, with generous support from the John S. and James L. Knight Foundation.

What Americans like about getting news on social media

The aspects of getting news on social media that Americans value have not changed much since 2018 , the last time we asked these questions. Convenience remains the top thing people like most about getting news on social media. One-in-five social media news consumers say this, with responses such as “It’s at my fingertips,” “I can easily get it” and “It’s available all the time and anywhere.”

Another 9% say they like the speed with which they can get news there, describing news on social media as “fast and to the point” and “quick and easy to digest.”

Smaller shares say they like interaction with others , the up-to-date nature of the news, the content or format , and the variety of sources and stories .

Meanwhile, 7% of Americans who get news on social media say they don’t like anything about the experience, and an additional 32% did not offer a response.

What Americans dislike about getting news on social media

Many social media news consumers also see downsides to getting news this way. Four-in-ten Americans who get news from social media say inaccuracy is the thing they dislike most about it – an increase of 9 percentage points since 2018. This category of responses includes concerns about unverified facts, misinformation, “fake news” and unreliable sources.

A much smaller share of social media news consumers (8%) say they dislike the low quality of news there, with some giving clickbait or a lack of in-depth coverage as examples. Others say the news on social media is too biased or political (6%) or they don’t like the way people behave there (5%).

Another 1% of social media news consumers say censorship is what they dislike most. This category – which we used for the first time in the 2023 survey – includes responses such as “Too much censorship by the sites” and “I really dislike when some of my view points are removed.” There are no significant differences in the shares of Democratic and Republican social media news consumers who say they’re concerned about news censorship on social media. In fact, there are no partisan differences within any of these complaint categories.

Just 4% of respondents say they don’t dislike anything about getting news on social media. Another 31% did not answer the question.

Social media posts versus news outlets: Which do Americans prefer for certain types of information?

The perceived downsides of getting news on social media may help explain why many Americans prefer to go directly to news outlets instead. In a separate Center survey, U.S. adults who say they at least sometimes get news on social media were asked whether they prefer reading social media posts or going directly to news outlets for five different types of information. Those types of information include the basic facts about an issue or event as well as in-depth information and opinions on it.

Americans prefer to get four of the five types of information from news outlets over social media. However, a substantial share say they like getting each type of information from news outlets and social media about the same.

For example, 45% of respondents say they prefer news outlets for getting the most in-depth information about an issue or event, while only 11% prefer social media posts for this. An additional 34% say they value both sources equally, while 8% say they prefer neither option.

Social media news consumers also tend to prefer news outlets over social media to get:

• The basic facts about an issue or event (39% vs. 14%)
• Up-to-date information about an event as it is happening (34% vs. 21%)
• Information about how an issue or event impacts them (31% vs. 15%)

In each of these cases, roughly four-in-ten or more say they like social media and news outlets about the same.

In contrast, equal shares of Americans prefer news outlets and social media when it comes to opinions on an issue (22% each).

Previous Center research has shown that younger Americans are more likely than older Americans to prefer getting news from social media , and that pattern also appears in the findings of this survey. Adults under 30 express a clear preference for using social media over news outlets to get opinions on an issue (36% vs. 13%) and up-to-date information as an event is happening (35% vs. 21%). Americans ages 65 and older are much more likely to prefer news outlets over social media for every type of information we asked about. 

• Digital News Landscape
• Media Industry
• News Habits & Media
• Social Media & the News

Luxuan Wang is a research associate at Pew Research Center

Naomi Forman-Katz is a research analyst focusing on news and information research at Pew Research Center

Introducing the Pew-Knight Initiative

News platform fact sheet, a profile of the top-ranked podcasts in the u.s., most u.s. journalists are concerned about press freedoms, nearly a quarter of americans get news from podcasts, most popular.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Age & Generations
• Coronavirus (COVID-19)
• Economy & Work
• Family & Relationships
• Gender & LGBTQ
• Immigration & Migration
• International Affairs
• Internet & Technology
• Methodological Research
• Non-U.S. Governments
• Other Topics
• Politics & Policy
• Race & Ethnicity
• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

Copyright 2024 Pew Research Center

Terms & Conditions

Privacy Policy

Cookie Settings

Reprints, Permissions & Use Policy

We've detected unusual activity from your computer network

To continue, please click the box below to let us know you're not a robot.

Why did this happen?

Please make sure your browser supports JavaScript and cookies and that you are not blocking them from loading. For more information you can review our Terms of Service and Cookie Policy .

For inquiries related to this message please contact our support team and provide the reference ID below.

Should Americans be worried about the border? The first Texas border czar says yes.

First Texas border czar Mike Banks talks immigration reform, border security

Mike Banks likes to joke that he spent one day in retirement after serving more than two decades in the U.S. Border Patrol. But it only took one phone call from  Texas Gov. Greg Abbott  to get him back to border enforcement – this time, for the state.

Abbott's Texas is testing the limits of  what states can do  to control immigration. As the pioneering  first "border czar" of Texas , Banks is advising the governor's evolving – and controversial – border security strategy even as the Biden administration fights Texas' tactics  in federal court .

The election-season stakes were on display earlier this year when a bipartisan border security bill – endorsed by the White House – failed despite broad voter support.  Republicans backed off the bill  after Donald Trump publicly blasted it.

In a mobile command vehicle parked near the Rio Grande river in Eagle Pass, Banks spoke to USA TODAY about his views on cartel threats, concertina wire and comprehensive immigration reform. (This interview has been edited for brevity and clarity.)

Polls have shown that voters across the country, even outside of border states, are ranking immigration border security as a top issue. Should they be worried?

Every state has really become a border state. Never in my career have I seen such large numbers entering the country illegally. And so I think we should be worried about it.

First and foremost, we need to separate immigration from border security.

What you have right now is the cartels weaponizing immigration against the forces on the border, whether it be Border Patrol, the state of Texas, any other law enforcement. They're weaponizing the migrants, holding them back, pushing them across at certain times, in order to overwhelm the system.

That now leaves miles and miles of border wide open where they can push through the got-aways, they can push through the hard narcotics, they can push through the high-value targets. So I think it's way beyond time for America to be concerned about our border being as wide open as it is.

What do you mean when you say we need to 'separate immigration from border security'?

It's far past time for the U.S government to come up with comprehensive immigration reform. Immigration reform isn't 'Let's create a crisis at the border, and then you'll just give me whatever I want.'

The left and the right need to sit down and come up with a viable immigration system that works for today's migrants, for what we need in this country for workforce, for what we need for population (growth), for what we need in getting experts into this country.

What we can't do is have open borders in between the ports of entry where anyone can come through. And the federal government is inviting this to continue happening.

Texas is building its own border infrastructure from concertina wire to a 'forward operating base' here in Eagle Pass. What's next? What does the Texas border look like five years from now?

You need the right combination of technology, infrastructure, personnel and consequences. So that's what we're trying to put together as a total package in the state of Texas. We are building state border wall at the exact same specifications that the previous (Trump) administration was building border wall. Does border wall stop everything? No. It's like a lock on anything else. It keeps honest people honest. And it works as a force multiplier. You can control the area with less manpower.

Additionally, I would say that over the next five years... we're going to continue building tactical infrastructure. We're going to continue building border wall. Right now, our current pace is about one mile a week. We're going to put up things like the the border buoy barriers, with the understanding that you don't need a wall from sea to shining sea.

If you look at the numbers... you will see that while Texas owns almost 64% of the entire land mass with Mexico, 1,254 miles, we now account for less than 30% of all the cross-border traffic. (Editor's note:  U.S. Customs and Border Protection data  show 44% of illegal crossings have occurred in Texas in fiscal 2024 through March.) To me, what that shows is that deterrence does work, that you can deter people from crossing illegally. Right now they're going to the path of least resistance. And the path of least resistance for illegal immigration is California, Arizona, New Mexico.

Do you have any contact with counterparts in Mexico?

We do. We don't communicate at the same level as I did when I was in the Border Patrol, at the federal level. But on the state level, we communicate. There's communications from governor to governor. There's communications from the different state police agencies with our police agencies, with Guardia Nacional and our National Guard. We communicate with Mexico daily, if not multiple times a day.

Is Mexico doing enough to slow the flow of migrants?

Many (Mexican) states along the border... are feeling much the same way Texas is, where the states are being overrun with illegal immigration and being left to fend for themselves on the south side, without the proper assistance from the federal government. So they're stepping up on the south side in these Mexican states and doing what they can to deter illegal immigration, as well.

Is the federal government of Mexico doing enough? No. Is the federal government United States doing enough? No.

Do you envision a state-level Border Patrol? Or will the Texas National Guard be on permanent assignment?

I think the border states definitely have to be involved in border security. I can tell you from the 23 years I was in the Border Patrol, we worked with state military, we worked with state law enforcement (and) the state of Texas. As far as a Texas Border Patrol, I think that's for the Legislature and the people of Texas to decide.

We're going to do everything we can to protect Texas and the rest of America. If you go out in (Shelby Park), you will see soldiers from the state of Florida. You will see them from Iowa. You will see them from Indiana. You will see them from North Dakota. Half of the (Republican-led) states in the United States are sending some type of support to the state of Texas, whether it be in the form of law enforcement or National Guard, to help us hold that line. And they're footing their own bill because they understand that what is happening here is going to affect them, whether it be the narcotics, the fentanyl, the opioids, or whether it be the high-value targets.

You know, we're not going to back down. We believe everything we're doing is lawful and within our constitutional rights.

Lauren Villagran can be reached at [email protected] or on X @laurenvillagran.

Austin lost 31 workers in 2023. Most workplace deaths could be prevented. | Opinion

In austin, falls from heights remain the most significant cause of workplace fatalities.

Texans often claim everything is bigger in our state, but the sizeable number of workplace fatalities here is nothing to be proud of.

The  Bureau of Labor Statistics  reports 5,486 people suffered fatal workplace injuries in the U.S. in 2022, the most recent year for which data are available. More than  578 of them were here in Texas,  representing about 10 percent of all the work-related deaths in the nation.

In Austin, falls from heights remain the most significant cause of workplace fatalities. New multifamily construction worksites have seen a worrying trend. Workers fall from elevated positions, through holes and from ladders. In Austin, 31 workers died in fiscal year 2023. Out of those, 13 died from falls – 10 of those 13 were falls from elevated positions. The situation has not improved this fiscal year, with an uptick in falls from improper use of portable ladders.

When the nation first marked Workers Memorial Day in 1970, about  38 people died on the job each day . While significant progress has been made since OSHA was created in 1971, and less than half – 15 workers – die each day in the U.S. now, the fact remains that even one death is too many.   

Tragically, most or all these deaths could have been prevented. Employers who make safety and health a core workplace value and go beyond the minimum safety standards better protect their workers from hazards. When proper control measures are in place, safety and health is a priority and employers act on workers’ questions or concerns about workplace safety, employees are in fact safer, and they  feel  safer at work. Most importantly, fewer workers suffer fatal injuries. As we often say at the labor department, good jobs change lives. And good jobs are safe jobs.

We must remember workers are much more than numbers or statistics. Each is someone’s child, spouse, parent, sibling, friend or co-worker. Consider how a worker’s death affects those around them.  Consider your families’ simple joys and imagine the sense of loss these worker’s families feel. Having dinner with your loved ones, embracing your spouse and kids, spending time with family and friends, or the many other things that give our lives meaning. Thousands of families have lost these things due to preventable workplace deaths.

Workers Memorial Day allows us to remember our communities’ fallen workers and those across the nation. It is a time to reflect on the loss their families endure every single day. An opportunity to consider their deaths’ effects on our communities. And a call for us to recommit to demanding employers fulfill their moral and legal obligations to protect all workers.

Camacho is the Occupational Safety and Health Administration’s director in Austin .