Indiana Social Studies IS.1.16
The Standard
Identify and analyze the social, cultural, and economic impacts of WWI on Indiana as well as Indiana's contributions to the war effort.
2026 Indiana Academic Standards: K-12 Social Studies · Progressive Era Politics, Economics, and Social Reform in Indiana: 1888 to 1920
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify how Indiana farms, factories, soldiers, and residents supported the war. They explain how wartime demands changed jobs, prices, and life in German American communities.
What Mastery Looks Like
- A student can explain how making army wagons helped the war effort and created factory work in Indiana. They can use a source detail to support that claim and distinguish Indiana's contribution from the war's effects on Indiana.
Common Misconceptions
- Students may think only soldiers contributed and overlook farm shipments, factory production, and bond sales. Some assume women first began paid work during the war or that every German American opposed it.
How to Assess It
- Exit ticket: In 1918, an Indiana factory makes army wagons and adds a night shift, while neighbors demand an end to German-language classes. Identify one war contribution, one economic impact, and one cultural impact.
Lesson moves
Ways to Teach It
Give pairs four index cards: 'U.S. enters war,' 'factory makes wagons,' 'factory adds shifts,' and 'German-language lessons end'; draw cause-and-effect arrows.
Ask: 'How could wartime factory orders help one Indiana family while anti-German pressure harms another?' Have students write two sentences.
Call out 'army wagons,' 'new factory shifts,' and 'German classes close'; students hold up C, E, or K for contribution, economic, or cultural.
Compare buying a Liberty Bond with giving to a school fundraiser: students list who receives the money and whether the giver expects repayment.
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Printable IS.1.16 Worksheet
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