1 Students trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state.
American Indians and the Arrival of Europeans to 1770
4.1.1 Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.
4.1.2 Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment.
The American Revolution and the Indiana Territory: 1770s to 1816
4.1.3 Explain the importance of the Revolutionary War and other key events and people that influenced the development of Indiana as a state.
4.1.17 Construct a brief narrative about an event in Indiana history using primary and secondary sources.
4.1.18 Research and describe the contributions of important Indiana artists and writers to the state's cultural landscape.
Civics and Government
2 Students describe the components and characteristics of Indiana's constitutional form of government; explain the levels and three branches of Indiana's government; understand citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills.
Foundations of Government
4.2.1 Explain the major purposes of Indiana's Constitution as stated in the Preamble.
4.2.2 Describe individual rights, such as freedom of speech, freedom of religion and the right to public education, which people have under Article I of Indiana's Constitution.
Functions of Government
4.2.3 Identify and explain the major responsibilities of the legislative (Article 4), executive (Article 5), and judicial branches (Article 7) of state government as written in the Indiana Constitution.
4.2.4 Identify major state offices, the duties and powers associated with them, and how they are chosen, such as by election or appointment.
4.2.6 Define and provide examples of civic virtues in a democracy.
4.2.7 Use a variety of resources to take a position or recommend a course of action on a public issue relating to Indiana's past or present.
3 Students explain how the Earth/sun relationship influences the climate of Indiana; identify the components of Earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how people have adapted to and modified their environment, past and present; identify regions of Indiana, and compare the geographic characteristics of Indiana with states and regions in other parts of the world/country.
The World in Spatial Terms
4.3.1 Use latitude and longitude to identify physical and human features of Indiana.
4.3.2 Estimate distances between two places on a map when referring to relative locations.
Places and Regions
4.3.3 Locate Indiana on a map as one of the 50 United States. Identify and describe the location of the state capital, major cities and rivers in Indiana.
4.3.4 Map and describe the physical regions of Indiana and identify major natural resources and agricultural/crop regions.
4.3.5 Explain how glaciers shaped Indiana's landscape and environment.
4.3.6 Describe Indiana's landforms (lithosphere), water features (hydrosphere), and plants and animals (biosphere).
4.3.7 Explain the effect of the Earth/sun relationship on the climate of Indiana.
4.3.8 Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development. Examples: forest growth, historic and modern transportation routes, and bodies of water
4.3.9 Explain the importance of major transportation routes in the exploration, settlement and growth of Indiana, and in the state’s location as a crossroad of America. Examples: Lake Michigan and its tributaries, Wabash River, canals, Buffalo Trace, roadways, interstates.
4.3.10 Identify immigration patterns into and out of the state, and describe the impact diverse ethnic/native/cultural groups have had and have on Indiana.
4.3.11 Examine Indiana's international relationships with states and regions in other parts of the world.
4.3.12 Address misconceptions and misperceptions of Native Americans, Africans, early settlers, and other immigrant groups historically and currently.
Environment and Society
4.3.13 Create maps of Indiana at different times in history showing regions and major physical and cultural features; give examples of how people in Indiana have modified their environment over time.
4.3.14 Read and interpret texts (written texts, graphs, maps, timelines, data, audio, video) to answer geographic questions about Indiana in the past and present.
4 Students study and compare the characteristics of Indiana's changing economy in the past and present.
4.4.1 Give examples of the kinds of goods and services produced in Indiana in different historical periods.
4.4.2 Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years.
4.4.3 Explain how both parties can benefit from trade and give examples of how people in Indiana engaged in trade in different time periods.
4.4.4 Explain that prices change as a result of changes in supply and demand for specific products.