Title 511 Indiana State Board of Education:

511 IAC 6-7-6 Required and elective credits “(2) The social studies requirement shall include the following: (A) Two (2) credits in United States history, (B) One (1) credit in United States government, and (C) One (1) credit in another social studies course.”

511 IAC 6-7-6.1.(a) Required and elective credits beginning with students who enter high school in the 2000- 2001 school year, “(2) The social studies requirement shall include the following: (A) Two (2) credits in United States history, (B) One (1) credit in United States government, and (C) One (1) credit in another social studies course or in global economics or consumer economics.”

Indiana Code, Mandatory Curriculum:

IC 20-30-5-2 Constitutions, Sec. 1. (a) In each of grades 6 through 12, every public and nonpublic school shall provide instruction on the constitutions of: (1) Indiana; and (2) the United States. (b) In public elementary schools, instruction on the constitutions shall be included as a part of American history. In public high schools, instruction on the constitutions shall be included as a part of civics or another course as the state board may require by rules.

IC 20-30-5-2 Constitutions, Sec. 2. (a) Each public and nonpublic high school shall provide a required course that is: (1) not less than one (1) year of school work; and (2) in the: (A) historical; (B) political; (C) civic; (D) sociological; (E) economical; and (F) philosophical; aspects of the constitutions of Indiana and the United States. (b) The state board shall: (1) prescribe the course described in this section and the course’s appropriate outlines; and (2) adopt the necessary textbooks for uniform instruction. (c) A high school student may not receive a diploma unless the student has successfully completed the interdisciplinary course described in this section.


Indiana Social Studies Standards

Grade K

  • Standard 2 Civics and Government
    • K.2.2 Identify and explain that the President of the United States is the leader of our country and that the American flag is a symbol of the United States.
    • K.2.4 Give examples of how to be a responsible family member and member of a group (ex. respecting property rights of others and respecting authority).

Grade 1

  • Standard 1 History
    • 1.1.3 Identify American songs and symbols and discuss their origins (ex. Songs: The Star- Spangled Banner and Yankee Doodle, Symbols: The United States Flag, the bald eagle and the Statue of Liberty).
    • 1.1.5 Identify people and events observed in national celebrations and holidays (ex. Thanksgiving, Reverend Martin Luther King, Jr. Day, Presidents’ Day, Independence Day, Arbor Day, and Veterans’ Day).
  • Standard 2 Civics and Government
    • 1.2.1 Identify rights that people have and identify the responsibilities that accompany these rights.
    • 1.2.2 Define and give examples of rules and laws in the school and the community and explain the benefits of these rules and laws.
    • 1.2.4 Define what a citizen is and describe the characteristics of good citizenship.

Grade 2

  • Standard 2 Civics and Government
    • 2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens (ex. People have the right to own property and the right of free speech).
    • 2.2.2 Understand and explain why it is important for a community to have responsible government (ex. Government provides order, protects individual rights and property, provides services such as mail delivery, and helps people feel safe).
    • 2.2.7 Explain the consequences of violating laws, including punishment of those who do wrong, and the importance of resolving conflicts appropriately.

Grade 3

  • Standard 2 Civics and Government
    • 3.2.2 Identify and know the significance of fundamental democratic principles and ideals (ex. The right to life, liberty and the pursuit of happiness).
    • 3.2.4 Explain that the United States has three levels of government (local, state and national) and that each level has special duties and responsibilities.
    • 3.2.6 Explain the role citizens have in making decisions and rules within the community, state and nation such as participating in local and regional activities, voting in elections, running for office, and voicing opinions in a positive way.

Grade 5

  • Standard 1 History
    • 5.1.14 Explain consequences of the American Revolution including the strengths and weaknesses of the Articles of Confederation, changes in trade relationships and the achievement of independence by the United States.
    • 5.1.15 Explain why the United States Constitution was created in 1787 and how it established a stronger union among the original 13 states by making it the supreme law of the land. Identify people who were involved in its development (ex. George Washington, James Madison, George Mason and Alexander Hamilton, Great Compromise, 3/5 Compromise).
    • 5.1.16 Describe the origins and drafting of the Bill of Rights, ratified in 1791.
    • 5.1.21 Read and interpret primary and secondary source accounts that pertain to a problem confronting people during the Founding Era of the United States (ex. Use the Library of Congress American Memory digital collection to analyze the controversy and debate about the ratification of the United States Constitution).
  • Standard 2 Civics and Government
    • 5.2.1 Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.
    • 5.2.2 Identify and explain ideas about limited government, the rule of law and individual rights in key colonial era documents (ex. The Mayflower Compact (1620), Fundamental Orders of Connecticut (1639)).
    • 5.2.4 Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution and the Bill of Rights (ex. Union, popular sovereignty, republican government (representative government), constitutional government (constitutionalism), federal government (national government), federalism and individual rights).
    • 5.2.5 Describe and give examples of individual rights guaranteed by the Bill of Rights (ex.The right to associate with whomever one pleases; the right to practice the religion of one’s choice; the right to vote, speak freely and criticize the government; the right to due process; and the right to be protected from unreasonable search and seizure).
    • 5.2.7 Identify the three branches of the United States government and explain the functions of each.

Grade 6

  • Standard 2 Civics and Government
    • 6.2.3 Examine key ideas of Magna Carta (1215), the Petition of Right (1628), and the English Bill of Rights (1689) as documents to place limits on the English monarchy and how they have affected the shaping of other governments.

Grade 8

  • Standard 1 History
    • 8.1.6 Identify and give the significance of major events in the creation of the Constitution such as: the enactment of state constitutions, the Constitutional conventions, the willingness to compromise, and the Federalist, Anti-Federalist debates regarding the vote to ratify the Constitution.
    • 8.1.10 Analyze the influence of important individuals on social and political developments of the time (1775 –1800) such as the Independence movement and the framing of the Constitution.
    • 8.1.13 Explain the main issues, consequences, and landmark decisions of the Marshall Court.
    • 8.1.24 Analyze the causes and effects of events leading to the Civil War, and evaluate the impact issues such as states’ rights and slavery had in developing America’s sectional conflict.
  • Standard 2 Civics and Government
    • 8.2.1 Identify and explain essential ideas of constitutional government, which include limited government; rule of law; due process of law; separated and shared powers; checks and balances; federalism; popular sovereignty; republicanism; representative government; and individual rights to life, liberty and property; and freedom of conscience.
    • 8.2.2 Explain the concept of a separation of powers and how and why these powers are distributed, shared and limited in the constitutional government of the United States.
    • 8.2.4 Compare and contrast the delegated, reserved, and concurrent powers (division of power or federal system) contained in the United States Constitution.
    • 8.2.5 Compare and contrast the different functions of national and state government within the federal system by analyzing the United States Constitution and the Indiana Constitution.
    • 8.2.10 Research and defend positions on issues in which fundamental values and principles related to the United States Constitution are in conflict such as: 1st and 2nd Amendment rights, the right to privacy, and the rights of the individual.

Grades 11 or 12

  • The Nature of Politics and the Government
    • USG.1.7 Define and provide examples of constitutionalism, rule of law, limited government, and popular sovereignty in the United States Constitution and explain the relationship of these constitutional principles to the protection of the rights of individuals.
    • USG.1.8 Evaluate the importance of a written constitution in establishing and maintaining the principles of rule of law and limited government.
    • USG.1.9 Evaluate how the United States Constitution establishes majority rule while protecting minority rights and balances the common good with individual liberties.
  • Foundations in Government
    • USG.2.1Summarize the colonial, revolutionary, and Founding-Era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791). (History; Individuals, Society and Culture).
    • USG.2.3 Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States.
    • USG.2.4 Explain the history and provide examples of foundational ideas of American government embedded in the Founding-Era documents such as: natural rights philosophy, social contract, popular sovereignty, constitutionalism, representative democracy, political factions, federalism, and individual rights.
    • USG.2.5 Identify and explain elements of the social contract and natural rights theories in United States founding-era documents.
    • USG.2.6 Explain how a shared American civic identity is based on commitment to foundational ideas in Founding-Era documents and in core documents of subsequent periods of United States history.
    • USG.2.7 Using primary documents compare and contrast the ideas of the Federalists and the Anti-Federalists regarding the respective roles of state and national government on ratification of the United States Constitution (1787–1788).
  • Purposes, Principles and Institutions of Government in the United States
    • USG.3.1 Analyze the United States Constitution and explain characteristics of government in the United States, which define it as a federal, presidential, constitutional and representative democracy.
    • USG.3.2 Explain the constitutional principles of federalism, separation of powers, the system of checks and balances, republican government or representative democracy, and popular sovereignty; provide examples of these principles in the governments of the United States and the state of Indiana.
    • USG.3.3 Identify and describe provisions of the United States Constitution and the Indiana Constitution that define and distribute powers and authority of the federal or state government.
    • USG.3.5 Explain the section of Article IV, Section 4, of the United States Constitution which says, “The United States shall guarantee to every State in the Union a Republican form of government.”
    • USG.3.6 Compare and contrast the enumerated, implied and denied powers in the United States Constitution and the Indiana Constitution.
    • USG.3.7 Explain the relationships among branches of the United States government and Indiana government, which involve separation and sharing of powers as a means to limited government.
    • USG.3.10 Describe the procedures for amending the United States and Indiana Constitutions and analyze why it is so difficult to amend these Constitutions.
    • USG.3.19 Identify the historical significance of and analyze decisions by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances in such landmark cases as Marbury v. Madison (1803), Baker v. Carr (1962), United States v. Nixon (1974), Clinton v. City of New York (1998) and Bush v. Gore (2000).
    • USG.3.20 Identify the historical significance of and analyze decisions by the United States Supreme Court about the constitutional principle of federalism in cases such as McCulloch v. Maryland (1819), Alden v. Maine (1999) and the denial of certiorari for the Terri Schiavo case (2005). (History; Individuals, Society and Culture) certiorari: a writ from a high court to a low court requesting a transcript of the proceedings of a case for review.
  • The Relationship of the United States to Other Nation in World Affairs
    • USG.4.5 Analyze powers the United States Constitution gives to the executive, legislative and judicial branches of government in the area of foreign affairs.
  • Role of Citizens in the United States
    • USG.5.4 Identify and describe the civil and constitutional rights found in the United States Constitution and Bill of Rights and expanded by decisions of the United States Supreme Court; analyze and evaluate landmark cases of the United States Supreme Court concerning civil rights and liberties of individuals.
    • USG.5.5 Identify when it is constitutional for our government to limit the rights of individuals and explain the reasons why the government would want to do this.

United States History

Recommended Grade Level: None
High school level: United States History DOE Code; 1542:
United States History is a two-semester course that builds upon concepts developed in previous studies of U.S. History and emphasizes national development from the late nineteenth century into the twenty- first century. After reviewing fundamental themes in the early development of the nation, students are expected to identify and review significant events, persons, and movements in the early development of the nation.

  • Standard 1: Early national Development: 1775 to 1877
    • USH.1.1 Read key documents from the Founding Era and analyze major ideas about government, individual rights and the general welfare embedded in these documents. (Government)
  • Standard 2: Development of the Industrial United States: 1870 to 1900
    • USH.2.9 Analyze the development of “separate but equal” policies culminating in the Plessy v. Ferguson (1896) case. (Government; Individuals, Society, and Culture)
  • Standard 3: Emergence of the Modern United States: 1897 to 1920
    • USH.3.4 Explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Northern Securities Company v. United States (1904), Muller v. Oregon (1908), Schenck v. United States (1919) and Abrams v. United States (1919).
  • Standard 4: Modern United States Prosperity and Depression: Post WWI-1939
    • USH.4.9 Identify and explain the significance of the expansion of federal power during the New Deal Era in the areas of agriculture, money and banking, industry, labor, social welfare, and conservation.
  • Standard 5: The United States and WWII: 1939 to 1945
    • USH.5.6 Explain how the United States dealt with individual rights and national security during World War II by examining the following groups: Japanese-Americans, African Americans, Native-Americans, Hispanics, and women. (Government)
  • Standard 6: Postwar United States: 1945 to 1960
    • USH.6.3 Describe the constitutional significance and lasting societal effects of the United States Brown v. Board of Education Supreme Court case. (Government)
  • Standard 7: The United States in Troubled Times: 1960 to 1980
    • USH.7.5 Identify and analyze the significance of key decisions of the Warren Court. (Government)
    • USH.7.11 Explain the constitutional, political, and cultural significance of the Watergate Scandal and the United States Supreme Court decision of United States v. Nixon. (Government)
  • Standard 8: The Contemporary Untied States: 1980 to the Present
    • USH.8.7 Explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Westside Community School District v. Mergens (1990), Reno v. American Civil Liberties Union (1997), Mitchell v. Helms (2000) and Bush v. Gore (2000).