Lesson Author

First and Last Name Jordan Bowman

School Name East Side
Class/Grade Level 4
th
grdae
Unit of Study Social Studies
Lesson Overview
Lesson Title Getting to Know Indiana
A descriptive name for your lesson Indiana the State We call home
Unit Summary
Kids need to know about the history of the state they live in. They need to know how it was started
and the important people that help start it and the famous people as well. Learn about the important
woman from Indiana key Activities will be things like doing research and looking things up on
websites to find out facts. Some type of game maybe like jeopardy
Subject Area
History
21
st
Century Skill(s)
Some people are not familiar with the history of Indiana and they do not know why things are like
the way they are here.
Approximate Time Needed
7 60-minute class periods
From a Unit Plan or Curriculum Area
Targeted Content Standards and Benchmarks
SS.4.1.1 2007
Native American Indians and the Arrival of Europeans to 1770. Identify and compare the major early
cultures that existed in the region that became Indiana prior to contact with Europeans.
Example: Paleo-Indians such as the Hopewell, Adena and the Mississippian cultures
SS.4.1.2 2007
Native American Indians and the Arrival of Europeans to 1770. Identify and describe historic Native
American Indian groups that lived in Indiana at the time of early European exploration, including
ways these groups adapted to and interacted with the physical environment.
Example: Miami, Shawnee, Potawatomi and Lenape (Delaware)
SS.4.1.3 2007
The American Revolution and the Indiana Territory: 1770s to 1816. Explain the importance of the
Revolutionary War and other key events and people that influenced Indiana's development.
Example: George Rogers Clark and the Fall of Vincennes (1779), development of the Northwest
Territory, Indiana becoming a U.S. Territory, Chief Little Turtle, Tecumseh, Tenskwatawa (the
Prophet), William Henry Harrison, and the Battle of Tippecanoe (1811)

SS.4.1.4 2007
The American Revolution and the Indiana Territory: 1770s to 1816. Summarize and explain the
significance of key documents in Indiana's development from a United States territory to statehood.
Example: The Land Ordinance of 1784; The Northwest Ordinance (1787), which made Indiana part of
the United States territory; and the 1816 Indiana Constitution, which established the first state
government
SS.4.1.5 2007
Statehood: 1816 to 1851. Identify the causes of removal of Native American Indian groups in the
state and their resettlement during the 1830s.
SS.4.1.6 2007
Statehood: 1816 to 1851. Explain how key individuals and events influenced the early growth of and
changes in Indiana.
Example: Indiana's first governor, Jonathan Jennings; Robert Owen and the New Harmony
settlement; moving the state capitol from Corydon to Indianapolis; development of roads and canals
in Indiana; and the Indiana Constitution of 1851
SS.4.1.7 2007
The Civil War Era and Later Development: 1850 to 1900. Explain the roles of various individuals,
groups and movements in the social conflicts leading to the Civil War.
Example: Levi and Catherine Coffin, abolition and anti-slavery groups, The Underground Railroad,
and the Liberia colonization movement
SS.4.1.8 2007
The Civil War Era and Later Development: 1850 to 1900. Summarize the impact of Abraham
Lincoln's presidency on Indiana and describe the participation of Indiana citizens in the Civil War.
Example: Indiana's volunteer soldiers, the Twenty-eighth Regiment of the United States Colored
Troops, Camp Morton, John Hunt Morgan, The Battle of Corydon, Lew Wallace and women on the
home front
SS.4.1.9 2007
The Civil War Era and Later Development: 1850 to 1900. Give examples of Indiana's increasing
agricultural, industrial, political and business development in the nineteenth century.
Example: Growth of railroads and urban centers, such as Indianapolis, South Bend, Evansville, Fort
Wayne and Gary; President Benjamin Harrison; expansion of the educational system and
universities; the growth of labor unions; and the start of Eli Lilly's pharmaceutical business
SS.4.1.10 2007
Growth and Development: 1900 to 1950. Describe the participation of Indiana citizens in World War I
and World War II.
Example: Homefront activities such as planting victory gardens, air raid drills and rationing; the use
of Indiana steel mills to manufacture weapons; contribution of troops; and the war reports of Ernie
Pyle
SS.4.1.11 2007
Growth and Development: 1900 to 1950. Identify and describe important events and movements
that changed life in Indiana in the early twentieth century.
Example: Women's suffrage, the Great Depression, World War I, African-American migration from
the South and World War II
SS.4.1.12 2007
Growth and Development: 1900 to 1950. Describe the transformation of Indiana through
immigration and through developments in agriculture, industry and transportation.
Example: The impact of improved farming methods on Indiana agriculture; the development of
Indiana's automobile industry such as the Studebaker and the Duesenberg; the glass industry; the
Ball Brothers; the growth of the steel industry in northern Indiana; and immigrant influence on cities
and coal mining regions of the state
SS.4.1.13 2007
Contemporary Indiana: 1950 - Present. Identify and describe important events and movements that
changed life in Indiana from the mid- twentieth century to the present.
Example: The civil rights movement and school integration in Indiana; Indiana's participation in the
Korean War; Asian and Hispanic immigration; and growth in advanced manufacturing and the life
sciences industry.
SS.4.1.14 2007
Contemporary Indiana: 1950 - Present. Research Indiana's modern growth emphasizing
manufacturing, new technologies, transportation and global connections.
Example: Use Indiana government Web sites and other online resources to learn about the
development of the interstate highway system, establishment of ports in Indiana, aerospace
engineering, and pharmaceutical and high-tech industries.
SS.4.1.15 2007
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Create and
interpret timelines that show relationships among people, events, and movements in the history of
Indiana.
Example: Immigration patterns such as the settlement of the French and Germans, and automobile
manufacturing
SS.4.1.16 2007
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Distinguish
fact from opinion and fact from fiction in historical documents and other information resources and
identify the central question each narrative addresses.
Example: Identify different opinions regarding Indiana's participation in the Civil War, using political
cartoons, newspaper editorials and writings found in digitalized collections of local and state libraries,
museums and historic sites.
SS.4.1.17 2007
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Using
primary and secondary sources and online source materials, construct a brief narrative about an
event in Indiana history.
Example: The first Indianapolis 500 mile race in 1911, The Battle of Tippecanoe 1811, The Ohio River
Flood of 1913 and the 1965 Palm Sunday tornadoes
SS.4.1.18 2007
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Research
and describe the contributions of important Indiana artists and writers to the state's cultural
landscape.
Example: Painters: T.C. Steele, the Hoosier Group and Robert Indiana; Authors: James Whitcomb
Riley and Gene Stratton Porter; Musicians: Cole Porter, Hoagy Carmichael, Wes Montgomery, Joshua
Bell and John Mellencamp; Other entertainers: Red Skelton and David Letterman

All of these standards will be in play since we are doing anything from the beginning of Indiana to
present
21
st
Century Student Objectives/Learning Outcomes
Learn about the great woman immigrants and other people who helped this State become what it is
today.
Curriculum-Framing Questions

Essential
Question
How well do you know Indiana

Unit
Questions
How did the state from and when did it
Who were some of the important woman in the History of Indiana
What role did Indiana play in the Civil War
Name some important politicians from Indiana


Lesson
Content
Questions
What is the capital of Indiana
What are some things Indiana is known for
What is the population of Indiana today
What is your favorite thing or things about Indiana


Assessment Plan
Assessment Timeline

Before project work begins Students work on projects
and complete tasks
After project work is
completed


I was thinking
about giving
them like a pre
unit quiz or
maybe just
having the
write what
they already
know about
Indiana down
and share it
with the class
Go over there
worksheets
and journals to
see if they are
making
progress on
what they
know or they
are having
trouble

After the unit
we will have a
test on what
each student
brought with
the facts and
what they said
in the journals
that will help
me determine
who was
successful and
who struggled
the most. But
hopefully
everyone will
want to learn
about their
great state of
Iindiana



Assessment Summary I will watch each student on my own to see if they are struggling or gaining
knowledge about Indiana. The day we start this project each student will need to bring a fact about
Indiana in everyday in till we are down with this unit. They will do a journal about each assignment
and talk about what they learned and what they already knew.
Lesson Details
Prerequisite Skills
They will need to be able to work the computer to be able to research and find facts about Indiana
and they need to make sure the site is creditable and is not something like Wikipedia. Need to be
able to explain what they are learning

Instructional Procedures
I will give the students a syllabis for when everything is do and what days we will be doing certain
things
Accommodations for Differentiated Instruction

Special Needs
Students

They will be expected to do most of the work but they will get certain
breaks and will get help on most of the assignments

Nonnative
Speakers

They will get treated almost like the specail needs students but with a little
more leyway since they fully do not understand english and what I am asking
them to do. They will get help from their esl teacher assitants when they are at
school but are excpected to get some work done at home but will understand if
they are a little behind.

Gifted/Talented
Students
I will expect them to be leading the pack knowing the most and be able to
expalin what they know and how they found to set an example for the rest of
the class and help other students if they can because they are the best
students in the class.
Materials and Resources Required For Lesson
Technology Hardware (Click boxes of all equipment needed)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing Equip.
Other
Technology Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia

Web Page Development
Word Processing
Other
Printed Materials
Textbooks I will give them certain stories about important people from Indiana and show them
pictures of certain people so they know what they look like
Supplies
It will all be given to them
Internet Resources
https://learningconnection.doe.in.gov/Standards/Standards.aspx?st=&sub=9&gl=6&c=0&stid=0
Other Resources