Indiana Social Studies IS.4.7

Social StudiesGrades 9–12Economics

The Standard

Examine the rise and decline of industrial cities in Indiana.

2026 Indiana Academic Standards: K-12 Social Studies

Teacher's field guide

What This Standard Means

What Students Need to Do

Students trace how factory jobs helped Indiana cities grow, then explain why some cities lost jobs and residents. They use dates, population figures, and plant histories to compare places such as Gary and South Bend.

What Mastery Looks Like

A student can explain how Gary grew around steel and how South Bend grew around auto manufacturing. They can use evidence to explain later population loss without claiming that all factories closed.

Common Misconceptions

Students may think Gary stopped making steel when its population fell. They may also assume every city lost jobs for the same reason, rather than distinguishing plant closures from changes such as automation.

How to Assess It

Exit ticket: Gary's population fell from about 178,000 in 1960 to 69,000 in 2020, though steelmaking continued. Explain why workers first moved there and give one reason residents later left.

Lesson moves

Ways to Teach It

  1. Give pairs dated Gary and South Bend factory and population cards; have them build two timelines and mark turning points.

  2. Ask students to write: Why could Gary lose residents while its steel mill kept operating? Use one population figure and one job fact.

  3. Run a cause-and-effect card match using rail access, factory jobs, automation, plant closure, and population loss; partners explain each match.

  4. Use an online map of Gary to trace rail lines, lake access, and the steel mill; ask why builders chose that site.

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Printable IS.4.7 Worksheet

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