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And Others Indiana Studies: Hoosier History, Government, and Peop DOCUMENT RESUME ED 293 774 SO 019 062 AUTHOR Barger, Harry D.; And Others TITLE Indiana Studies: Hoosier History, Government,and People. Teacher's Guide. INSTITUTION Indiana Council for Social Studies. SPONS AGENCY Lilly Endowment, Inc., Indianapolis, Ind. PUB DATE 85 NOTE 71p.; For instructional units 1-6,see SO 019 056-061. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Citizenship Education; *Information Sources;Resource Materials; Secondary Education; Social Studies; *State Government; *State History; Teaching Methods IDENTIFIERS *Indiana ABSTRACT This teacher's guide accompanies the IndianaStudies: Hoosier History, Government, and People series,units 1-6, designed to be taught in Indiana secondary schools. The guidesummarizes the main points that the teacher should emphasize ineach chapter of each unit, and suggests resource materialto accompany the chapter. Suggested teaching proceduresare outlined for each chapter. Topics within each chapter that might allowstudent research projects are indicated and the use ofany special materials included in units such as maps or charts is emphasized. Each unit concludes witha unit test, and a list of sources. Topics for extra-creditassignments, and answers to chapter activities are provided where relevant. (SM) **************************,.******************************************** * Reproductions supplied by EDRSare the best that can be made * * from the original document. * *********************************************************************** TEACHER'S GUIDEFOR INDIANA STUDIES: HOOSIER HISTORY,GOVERNMENT, AND PEOPLE AUTHORS Harry D. Barger Forest Park ElementarySchool, Fort Wayne Lida Barker Roosevelt High School,Gary Don R. Evans Northside Junior High School,Fort Wayne Patricia A. Gunkel formerly of Brown CountyHigh School, Nashville and currently at Frisco,Colorado Joseph T. Krause West Lafayette High School,West Lafayette . CONTRIBUTORS Tom L. Kattau Northridge High School, Middlebury Jane Lowrie Bacon Indiana Department of Public Instruction Division ofCurriculum, Indianapolis HISTORICAL RESEARCHER Mary Jane Meeker Education Consultant, IndianaHistorical Bureau, Indianapolis EDITOR C. Frederick Risinger Executive Secretary, IndianaCouncil for the Social Studies Social Studies DevelopmentCenter, Indiana University 513 North Park Avenue,Bloomington, Indiana 47405 THIS BOOK WAS DEVELOPED WITH SUPPORT FROM THELILLY ENDOWMENT, INC. TO THE INDIANA COUNCILFOR THE SOCIAL STUDIES. TEACHER'S GUIDEFOR INDIANA STUDIES: HOOSIER HISTORY,GOVERNMENT, AND PEOPLE UNIT I INDIANA: TERRITORY AND STATEHOOD ?age Chapter 1-A BACKWARD GLANCE: SETTING THE STAGE 1 Section 1- The French and English in Indiana Section 2- Treaties and Decisions Section 3- Creating the Indiana Territory Section 4- The Pioneering Spirit. Chapter 2 - ONWARD TO STATEHOOD 3 Section 1- Frontier Democracy in Action Section 2- Harrison and the War of 1812 Section 3- The Enabling Act Section 4- Indiana's First Constitution Chapter 3- TO MARKET, TO MARKET 4 Section 1- Moving the Capitals Section 2- Social Change in Indiana Section 3- Tracks, Trails, and Ditches Section 4- Ending an Era: A Need for Change UNIT TEST 5 LIST OF SOURCES 8 UNIT II CONSTITUTIONAL CRISIS ANDCHANGE Chapter 1- THE REASONS WHY THE 1816 CONSTITUTION FAILED 9 Section 1- How Difficult Was Changing Indiana's First Constitution? Section 2- Complaints About Indiana Government Under the 1816 Constitution Section 3 - The Delegates Section 4- Personalities in the 1850-51 Constitutional Convention Chapter 2 - THE CONVENTION DELEGATES MEET 11 Section 1 - Writing a New Constitution Section 2 - How the ConventionWorked to Write a New Constitution: Removing Special and Local Legislation i 4 Pale Section 3 - How the 1850-51 ConstitutionalConvention Worked to Make Indiana's GovernmentMore Democratic Section 4 - How Did the 1850-51Constitutional Convention Try to Solve Indiana's FinancialProblems and Fail to Solve Certain HumanProblems? Chapter 3 -ANALYSIS: FEATURES OF THESECOND CONSTITUTION 14 Section 1- Constitutional Framework of Indiana's Government Section 2- How the Indiana General Assembly Makes Laws Section 3- The Executive Branch Section 4- Changes in the Judicial Branch Since 1851 UNIT TEST 17 LIST OF SOURCES 22 UNIT III FROM SECTIONAL DIVISION TOPOLITICAL UNITY Chapter 1 - SECTIONAL ISSUES AFFECT INDIANA POLITICS 23 Section 1- Slavery and Temperance Section 2 - Hoosier Reactionto Compromise of 1850 Section 3- Political Power Chapter 2 - THE CIVIL WAR YEARS 25 Section 1- The Call to Arms Section 2- Oliver Morton as Governor Section 3- Post-War Politics Chapter 3 - INTENSE PARTY POLITICS 27 Section 1- Indiana's Role in National Politics Section 2- Social Problems Section 3- The County Courthouse UNIT TEST 29 UNIT IV INDIANA ENTERS THE TWENTIETHCENTURY INTRODUCTION 32 Chapter 1- NEW WAYS FOR A NEW CENTURY 33 Section 1- Changes in Where People Lived Section 2- Changes in How People Made a Living ;$ Section 3 - Government and Politics Respondto Change Section 4- The Calumet Story Chapter 2 - CELEBRATING THE CENTENNIAL Section 1- Pageants and Parades Section 2- Indiana Products Day Section 3- Hoosier Homecoming Section 4- The Centennial Legacy Chapter 3-INTO THE SECONDCENTURY Section 1- Indiana and World War I Section 2- Government in the 1920's Section 3- Hoosiers in the "Roaring Twenties" Section 4- Indiana and the Ku Klux Klan UNIT TEST LIST OF SOURCES UNIT V DEPRESSION, RESPONSE ANDGROWTH Chapter 1- THE DEPRESSION Section 17 The Depression Hits Indiana Section 2- State and National Approaches Section 3- The Court Decides Chapter 2- WORLD WAR II: DOMES-NC AND INTERNATIONAL ASPECTS Section 1- The 1940 Presidential Election Section 2 - Constitutional Crisis: Governor's Powers Section 3- International Crisis: World War II Chapter 3- DEFINITION AND GROWTH Section 1 - Demobilization andHome Rule Section 2- Growth and School Reorganization Section 3- Right-To-Work Law and Other Issues UNIT TESL LIST OF SOURCES UNIT VI INDIANA: TODAY AND TOMORROW Chapter 1- INDIANA AT MID-CENTURY iii E Chapter 2- HOOSIER PARTIES AND POLITICS 54 Section 1- Political Parties Section 2- Local and County Government Chapter 3 - INDIANA AND THE NATION 57 Section 1- Indiana's Nationally Known Leaders Section 2 - Civil Rights, Minority Rights, andERA Section 3- Revenue Sharing and Other Issues Chapter 4 - INDIANA AND THE WORLD 59 Section 1- Indiana's Links to the World Section 2 - Indiana's Strength as a TradingPartner Section 3- Indiana's Efforts to Increase Its World Trade Section 4 - Indiana's International TradeSpecialists UNIT TEST 60 LIST OF SOURCES 64 7 iv UNIT I- INDIANA: TERRITORY AND STATEHOOD Chapter 1 - A BACKWARD GLANCE: SETTING THESTAGE A student of Indiana government should havean historical background of the state's political and governmental growth. Evolving from a wilder- ness area inhabited largely by Indians (who did not havea system of gov- ernment among themselves), to sprawling urban districtswith a complicated governmental system, Indiana has grown politically, culturally,and socially. Chapter 1 deals with the early settlement of Indiana. It discusses the Indian-French-English-colonist's struggle to retain claims to theter- ritory now knownas Indiana. The major events, personalities,treaties and laws are discussed in such n way as to give thestudent an apprecia- tion of our social history and an understanding ofearly attempts at government. Illustrations, personal profiles,and anecdotes are includedto give the student a clearer picture of what life was like interritorial Indiana. Taking a look at the historical development of Indianaserves a two- fold purpose. First, the student gainsan appreciation of the struggles early pioneers went through to find a new home on the frontier. Secondly, a knowledge of early attempts atgovernment and the gradual growth of democracy are placed in chronologicalorder to help the student understand how we got where weare today. The teacher will find William E. Wilson's Indiana, A Historyand pamphlets from the Indiana Historical Bureau entitled "A Brief Historyof Indiana," "Indiana's Road to Statehood,"and "Handbook on Indiana History" good background material. 1 Significant lead-in questionsare primarily aimed at directing the students' reading toward key informationor understanding in each lesson. Also, questions are included at the end ofmost lessons to serveas review, check-up, or possible testingsituations. Diagrams or charts are utilized to simplify major conceptswhenever possible. Pictures and drawings help stimulate discussions inthe classroom and among students themselves. 9 2 Unit I Chapter 2- ONWARD TO STATEHOOD Chapter 2 outlines the steps leading from territorialstatus to full statehood. The student will learn about early politicalleaders of the time period. Major legislative acts passed by Congress whichdirectly affected Indiana's quest for statehood areput in chronological order. Highlights of the Congressional decisions are listedso as not to burden the student or teacher in determining the majorpurposes of such legisla- tion. This also gives the student a quicker understanding ofdecisions made prior to statehood. The major points of the Enabling Act of 1816are listed briefly. This act contained the step-by-step procedure theIndiana Territorywas to follow before the territory would be admitted intothe Union. A brief discussion of Indiana's first constitutionis included. Students will see why the 1816 Constitutionwas regarded as one of the most democratic documents
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