Indiana Social Studies IS.1.37

Social StudiesGrades 9–12History

The Standard

Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.

2026 Indiana Academic Standards: K-12 Social Studies · Historical Thinking

Teacher's field guide

What Students Need to Do: Students look past the event that brought an issue to light and identify the conditions and decisions behind it. They use evidence to take a position or propose a response. They explain how their response addresses the causes they found.
What Mastery Looks Like: A student can identify an immediate cause and deeper causes in short source accounts. They can recommend an action, cite details from the sources, and explain how it addresses more than one cause.
Common Misconceptions: Students may treat the event that brought attention to a problem as its only cause. They may list several causes but propose an action that addresses just one. Some use a source's opinion as proof without checking what facts support it.
How to Assess It: Exit ticket: In 1911, a factory fire killed workers after exit doors were locked and a fire escape failed. Propose a city rule and explain how it addresses both problems.

Lesson moves

Give pairs four Triangle fire fact cards: locked doors, crowded floors, a failed fire escape, and few inspections. Sort them by who could fix each problem.
Ask, 'Should New York require factory inspections after the Triangle fire?' Have students defend an answer using two fact cards and address one objection.
Run a policy match: students pair cause cards with proposed safety rules, then identify which causes each rule leaves untouched.
Have students compare the school's posted evacuation plan with Triangle fire conditions, then write one safety rule and the problem it prevents.

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A ready-to-print activity worksheet aligned to IS.1.37, with an answer key for the teacher on its own page. No account needed.

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