United States
The United States of America is a country located in North America. It is made up of 50 states, each with its own government. The United States is known for its diverse culture, rich history, and significant global influence.
History
The history of the United States dates back to the arrival of the first settlers, the founding of the thirteen colonies, and the subsequent American Revolution. The country has experienced significant events such as the Civil War, the Great Depression, and the Civil Rights Movement.
Government
The United States has a federal system of government, with power divided between the national government and the individual states. The government is divided into three branches: the legislative, executive, and judicial branches.
Geography
The United States is geographically diverse, with a variety of landscapes including mountains, plains, and coastlines. It is home to iconic landmarks such as the Grand Canyon, Yellowstone National Park, and the Statue of Liberty.
Economy
The United States has one of the largest and most influential economies in the world. It is a leader in industries such as technology, finance, and manufacturing.
Culture
The United States is known for its diverse culture, influenced by immigrants from around the world. It has a rich tradition of arts, music, literature, and cuisine.
Study Guide
- What are the three branches of the United States government?
- Identify at least three major historical events in the United States.
- List five states and their capitals.
- Describe the geographic features of the United States.
- Explain the significance of the United States' economy in the global context.
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Worksheet/Answer keyWorksheet/Answer keyWorksheet/Answer keyWorksheet/Answer keyThe resources above cover the following skills:
National Curriculum Standards for Social Studies (NCSS)
CULTURE
SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF CULTURE AND CULTURAL DIVERSITY.
KNOWLEDGE - Learners will understand:
That culture may change in response to changing needs, concerns, social, political, and geographic conditions.
TIME, CONTINUITY, AND CHANGE
SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE PAST AND ITS LEGACY.
KNOWLEDGE - Learners will understand:
Key historical periods and patterns of change within and across cultures (e.g., the rise and fall of ancient civilizations, the development of technology, the rise of modern nation-states, and the establishment and breakdown of colonial systems).
INDIVIDUALS, GROUPS, AND INSTITUTIONS
SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF INTERACTIONS AMONG INDIVIDUALS, GROUPS, AND INSTITUTIONS.
KNOWLEDGE - Learners will understand:
Concepts such as: mores, norms, status, role, socialization, ethnocentrism, cultural diffusion, competition, cooperation, conflict, race, ethnicity, and gender.
That groups and institutions change over time.
PROCESSES - Learners will be able to:
Analyze the role of institutions in furthering both continuity and change.
National Standards for Civics and Government (NSCG)
What are the foundations of the American political system? What are the distinctive characteristics of American society?
Diversity in American society. Students should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life. To achieve this standard, students should be able to
Explain why conflicts have arisen from diversity, using historical and contemporary examples, e.g., North/South conflict; conflict about land, suffrage, and other rights of Native Americans; Catholic/Protestant conflicts in the nineteenth century; conflict about civil rights of minorities and women; present day ethnic conflict in urban settings
What are the foundations of the American political system? What is American political culture?
The character of American political conflict. Students should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity. To achieve this standard, students should be able to
Describe political conflict in the United States both historically and at present, such as conflict about
Extending the franchise
What are the foundations of the American political system? What values and principles are basic to American constitutional democracy?
Fundamental values and principles. Students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy. To achieve this standard, students should be able to
Identify fundamental values and principles as expressed in
Individual and group actions that embody fundamental values and principles, e.g., suffrage and civil rights movements
Disparities between ideals and reality in American political and social life. Students should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities. To achieve this standard, students should be able to
Describe historical and contemporary efforts to reduce discrepancies between ideals and the reality of American public life, e.g., abolition, suffrage, civil rights, and environmental protection movements
How does the government established by the constitution embody the purposes, values, and principles of American democracy? How does the American political system provide for choice and opportunities for participation?
Associations and groups. Students should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process. To achieve this standard, students should be able to
Describe the historical roles of prominent associations and groups in local, state, or national politics, e.g., abolitionists, suffragists, labor unions, agricultural organizations, civil rights groups, religious organizations
What are the roles of the citizen in American democracy? How can citizens take part in civic life?
Forms of political participation. Students should be able to describe the means by which Americans can monitor and influence politics and government. To achieve this standard, students should be able to
Describe historical and current examples of citizen movements seeking to promote individual rights and the common good, e.g., abolition, suffrage, labor and civil rights movements
National Center for History in Schools (NCHS)
Historical Thinking Standards
Historical Comprehension
Reconstruct the literal meaning of a historical passage.
United States History Content Standards
Era 4: Expansion and Reform (1801-1861)
The sources and character of cultural, religious, and social reform movements in the antebellum period.
The student understands how Americans strived to reform society and create a distinct culture.
The student understands changing gender roles and the ideas and activities of women reformers.
World History Content Standards
Era 7: An Age of Revolutions, 1750-1914
Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914.
The student understands the political, economic, and social transformations in the Americas in the 19th century.