Indiana Social Studies USH.7.5
The Standard
Explain the causes and impacts of deindustrialization and globalization in the United States after 1980.
2026 Indiana Academic Standards: K-12 Social Studies · Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. Students develop historical thinking and research skills using primary and secondary sources to explore topical issues to understand the cause for changes in the nation over time.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why U.S. factory jobs fell after 1980, including automation and production moving abroad. They explain how trade policies and cheaper shipping connected U.S. businesses to world markets. They describe effects on workers, towns, and shoppers.
What Mastery Looks Like
- Students can distinguish jobs lost to machines from jobs moved overseas. They can use a factory employment graph to explain effects on workers and towns, while noting that shoppers may pay less for imported goods.
Common Misconceptions
- Students may assume every lost factory job moved overseas, when automation also reduced employment. They may think fewer factory jobs mean the United States stopped making goods, or that cheaper imports helped everyone equally.
How to Assess It
- Exit ticket: Imagine a shoe company moves some production abroad and adds machines at its remaining U.S. plant. Name two causes of job loss and one possible effect each on workers and shoppers.
Lesson moves
Ways to Teach It
Give pairs a shirt labeled 'Made in Vietnam' and maps; have them draw its route to a U.S. store.
Ask students to write two sentences explaining how a factory town could lose jobs while shoppers pay less for clothing.
Play a matching game with cards labeled automation, overseas production, factory layoffs, lower prices, and reduced local tax revenue.
Have students check three clothing labels at home and discuss why U.S. stores sell goods made abroad.
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