CitizIN helps students explore materials from all five strands of the Indiana Studies standards. The primary sources, “dig deepers,” videos and mini-games included in CitizIN are particularly applicable to the standards included below. Documents containing the complete list of Indiana Studies standards are available at: https://www.doe.in.gov/standards/social-studies#SStudies
IS.1.2 Explain how the lives of American Indians changed with the development of Indiana.
IS.1.5 Identity and tell the significance of controversies pertaining to slavery, abolitionism, and social reform movements.
IS.1.6 Describe causes and lasting effects of the Civil War and Reconstruction as well as the political controversies surrounding this time.
IS.1.7 Analyze how the Civil War affected men, women, and children on the homefront. Explain how those on the homefront helped the war effort.
IS.1.8 Describe the economic developments that transformed Indiana into a major industrial power and the factors necessary for industrialization.
IS.1.9 Explain key ideas, movements, and inventions and summarize their impact on rural and urban communities throughout Indiana.
IS.1.10 Summarize the impact immigration had on social movements of the era including the contributions specific individuals and groups. (Strand 5)
IS.1.12 Describe and assess the contribution of Indiana’s only president, Benjamin Harrison, to national policies on environmental protection, business regulation, immigration, and civil rights.
IS.1.14 Explain the origins, goals, achievements, and limitations of the Progressive Movement in addressing political, economic, and social reform in Indiana.
IS.1.15 Identify and analyze Indiana's contributions to WWI.
IS.1.17 Describe technological developments during the 1920s and explain their impact on rural and urban Indiana.
IS.1.18 Analyze the causes of the Great Depression and explain how they affected Indiana society. Explain the significance of the expansion of federal power during the New Deal Era in the areas of agriculture, money and banking, industry, labor, social welfare, and conservation.
IS.1.20 Examine the causes and course of World War II, the effects of the war on Indiana’s society and culture, and the consequences of the war on United States involvement in world affairs.
IS.1.21 Analyze the responses in Indiana resulting from Cold War tensions.
IS.1.22 Summarize key economic and social developments and changes in post-WWII life in Indiana.
IS.1.23 Summarize and assess the various actions which characterized the early struggle for civil rights and racial equality in Indiana.
IS.1.24 Examine the impact of the Civil Rights Movement of the 1960s and 1970s in Indiana through the actions of leaders and groups that were active in the movement.
IS.1.26 Explain the significance of social, economic, and political issues during the period 1980 to the present and the ways in which these issues affected individuals and organizations.
IS.1.27 Describe developing trends in science and technology and explain how they impact the lives of Hoosiers today.
IS.1.28 Discuss and explain the significance of the rise of Indiana political leaders from 1980 to present.
IS.1.29 Analyze the impact of globalization on Hoosier culture and Indiana’s economic and political policies and international connections.
IS.1.30 Conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining its accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation.
IS.1.31 Locate and analyze primary sources and secondary sources related to an event or issue of the past; discover possible limitations in various kinds of historical evidence and differing secondary opinions.
IS.1.32 Analyze multiple, unexpected and complex causes and effects of events in the past.
IS.1.33 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
IS.1.34 Research and describe the contributions of important Indiana artists and writers to the state’s cultural landscape. (Strand 5)
IS.1.35 Research Indiana’s modern growth emphasizing manufacturing, new technologies, transportation and global connections.
IS.2.1 Explain the major purposes of Indiana’s Constitution as stated in the Preamble.
IS.2.2 Describe individual rights, such as freedom of speech, freedom of religion, and the right to public education, which people have under Articles I and VIII of Indiana’s Constitution.
IS.2.3 Identify and explain the major functions, responsibilities, and relationships of the legislative (Article 4), executive (Article 5), and judicial branches (Article 7) of state government as written in the Indiana Constitution.
IS.2.4 Give examples of how citizens can participate in their state government and explain the right and responsibility of voting.
IS.2.5 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.
IS.2.6 Analyze the election of people from Indiana to the offices of president and vice-president, at the federal level, including their ideas about the power of the executive branch and relationship to the legislative branch.
IS.3.2 Map and describe the physical regions of Indiana and identify major natural resources and land use regions (such as agriculture).
IS.3.3 Explain how glaciers shaped Indiana’s landscape and the contribution that glaciers had in terms of geology, fertile soil and accessible fresh water resources.
IS.3.5 Identify the challenges early settlers faced regarding the physical landscape of Indiana and understand landscape challenges citizens face today, and will face tomorrow, in terms of economic development.
IS.3.6 Explain the importance of major transportation routes, including rivers, in the exploration, settlement and growth of Indiana and in the state’s location within the country, continent, and world.
IS.3.8 Examine Indiana’s relationships with states, countries, and world regions and understand the significance of these relationships to Indiana’s past, present, and future.
IS.3.9 Read and interpret texts (written, graphs, maps, imagery, timelines, etc.) to answer geographic questions about Indiana in the past and present and to plan for Indiana’s future.
IS.4.1 Describe the economic developments in Indiana that helped transform the U.S. into a major industrial power.
IS.4.2 Identify important organizations of economic growth in Indiana’s history.
IS.4.3 Identify the skills needed to be economically successful in pioneer Indiana; compare those skills to the skills needed to be successful in other eras: Industrial Revolution, Modern Economy
IS.4.4 Analyze the economic and social impact of technologies on the state.
IS.4.6 Assess the economic impact of Indiana universities on the development of the state’s economy.
IS.4.7 Examine the rise and decline of industrial cities in Indiana.
IS.4.9 Examine the migration of groups to Indiana for economic opportunity.
IS.4.11 Explain the impact of “New” Immigration and the Great Migration on industrialization and urbanization in promoting economic growth in Indiana from 1897 to 1920.
IS.4.13 Identify the problems confronting different minorities in Indiana from 1960 to 1980 during this period of economic and social change and examine the solutions to these problems.
IS.5.1 Comprehend the consequences of the relationships between Native American groups and early Indiana settlers.
IS.5.3 Examine the actions and policies of U.S. presidents, congressmen, and senators from Indiana.
IS.5.6 Identify and examine the impact that sports have had on the state of Indiana.
IS.5.8 Identify Indiana authors and artists with their contributions to society and Indiana culture.
IS.5.9 Identify Indiana educational leaders and their contributions to state and national education reform.
IS.5.11 Identify Indiana’s various state parks, national parks, historical sites, and their influence worldwide.
The C3 Framework focuses on developing students’ ability to “frame and advance an inquiry”—a question. “These questions come in two forms: compelling and supportive.”* Each of CitizIN's 36 primary sources is introduced with a splash screen containing a compelling question. As a student works through the source, subsequent screens lead them through a series of supporting questions and answers to help them develop responses to the compelling question.
*College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History
John W. Anderson Foundation