This inquiry provides students with the opportunity to explore the Aztec, Mayan, and Incan societies of Meso and South America and discover the unique traits of these societies. In examining the compelling question “What makes a civilization civilized?” students draw conclusions about whether the Aztecs, Mayans, and Incas were civilized societies. Students use the social studies practices of analysis and evaluation as they work with sources that reveal each of the society's historical and cultural backgrounds. The goal of this inquiry is to provide students with enough background about the Aztec, Mayan, and Incan societies to support students as they develop arguments about what makes a civilization civilized. Resource created by Mindy Podraza, Ralston Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

In addressing the compelling question, “Who should control the Holy Land?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument supported by evidence while acknowledging competing perspectives and the impact of decisions on differing peoples. This inquiry leads students through an investigation of factors impacting the people of the Holy Land (modern-day Israel/ Palestine) by using various sources that consider the religious, geographical and historical issues of the area.  By investigating the compelling question, students examine the religious significance of Jerusalem to three religions, political boundary changes over time, and the current boundaries of Israel/ Palestine. By completing this inquiry, students begin to understand the complexity of issues regarding the control of land and the impact that decisions can have on the people of that area. Resource created by Jacalyn Groesser, Fall City Sacred Heart Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Was the push for labor reform necessary during the Gilded Age? This inquiry leads 8th grade students to investigate American working conditions during industrialization. Through media and individual activism, the public is able to see the harsh working conditions. Resources created by Christina Ortega, Gibbon Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

 This inquiry is designed to be an overview of world religions for a 7th grade global studies course.  History and geography are the emphasis of this inquiry. During this inquiry, students will examine religious sites around the world, summarize five religion’s origin stories, and research major religions practices and beliefs. Resource created by Elliot Ruleaux, Yutan Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Does the world cooperate to produce iPhones? This resource is designed to explore the four factors of production on a global level using a product that is all too familiar to us: The iPhone.  Resource created by Brandon Callahan, Elgin Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).