Indiana Social Studies GHW.7.2
The Standard
Analyze the physical and human factors involved in conflicts and violence related to nationalist, racial, ethnic, religious, economic, political, and/or resource issues in various parts of the world, over time. Assess the human and physical environmental consequences of the conflicts identified for study.
2026 Indiana Academic Standards: K-12 Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use maps and accounts to explain how land, resources, identity, and political decisions contribute to violence. They compare conflicts in different places and periods, then trace effects on people, land, and water.
What Mastery Looks Like
- A student can compare the 1947 Partition of India and the Syrian civil war without claiming a single cause for either. They cite evidence for causes and distinguish displacement from damage to farms, roads, or water systems.
Common Misconceptions
- Students may blame a conflict on one religion or on drought alone. They may treat a political border as a natural barrier, or confuse harm to people with damage to the environment.
How to Assess It
- Give students a Syria drought map, a short account of the 2011 protests, and a photo of a damaged water plant. Ask them to name one physical factor, one political factor, one effect on people, and one effect on water access.
Lesson moves
Ways to Teach It
Place cards for Syrian drought, 2011 protests, and damaged water systems on a blank map, then draw labeled cause and effect arrows.
Ask, “Did drought cause Syria's war?” Have students write a three-sentence answer using a drought map and an account of the 2011 protests.
Sort cards on the 1947 Partition of India and Syria into physical cause, human cause, human harm, or environmental damage.
Compare a UNHCR Syrian refugee map with a news article on housing in Amman; identify one destination and one housing pressure.
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Printable GHW.7.2 Worksheet
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