The Lewis and Clark Expedition of 1804–1806 was of great consequence for the United States, the future state of Oregon, and the vast numbers of Indigenous people who had been living in the American West for thousands of years. The passage of time, mythmaking, and selective interpretation have obscured or distorted both minor and major realities about the purposes of the expedition, the people involved, and its impact. In this lesson, students will explore how historical events can be viewed and interpreted differently by different people, and why some stories about historical events can dominate or exclude others. These occurrences in the historical record were often intentionally organized and supported to present a narrative that was favorable to one side over another. Students will also learn details about the Lewis and Clark Expedition that provide a fuller picture of Native American contributions to the journey and its long-term impact on Indigenous people, specifically in Oregon. This lesson can be incorporated into elementary Oregon history units and/or provided as an extension. It assumes that students are already familiar with the general outline and key people of the Lewis and Clark Expedition.

This lesson introduces students to the history and importance of the Indigenous language known as chinuk wawa. Students will have the opportunity to learn how tribes from diverse regions and language families used chinuk wawa as a method of communication among groups essential for trade, political, social and other reasons. They will also reflect on the power of language and the relationship between language and cultural identity.

This OER resource was created by Leo Sierra and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. All textual content was created and developted with assistance from Chat GPT 3.5 and the ilustration was generated using Microsoft Copilot. The attached resource is designed for 9 - 12 World Language Arts teachers for Novice-High to Intermediate Low Learners of Spanish. This resource addresses the following NDE World Language Standard(s): NE WL WL 1.2.dIt is expected that this resource will take students 30 - 45 minutes depending on how it is presented. 

Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores (SCILLSS)
This self-evaluation protocol provides a framework for educators at a school, school district, or local system level to use in considering how to best implement an assessment system. It is designed to focus on assessments that are state- or district-mandated, developed by an independent test vendor, and selected for use within a school throughout the school year. All tests that yield scores used for any of these purposes are part of a school’s or district’s assessment system and should be evaluated on a regular basis.
This protocol is meant to support reviews for each assessment in a system and for a local assessment system, as a whole. Educators at a school or school district level can use and modify this protocol as needed to best suit their needs.

This is a compilation of resources from the Nebraska Ethanol Board, including reviewing the economic and environmental benefits of ethanol.  All resources are produced by the Nebraska Ethanol Board.  https://ethanol.nebraska.gov/

OverviewThis lesson introduces ethical standards of healthcare to students. Students will understand guiding ethical principles and their application to a career field’s code of ethics. Students will be able to differentiate between cultural and social ethical dilemmas.  StandardsHS.HS.6.2.b Describe ethical practices with respect to cultural, social, and ethnical differences within the healthcare environment.

This inquiry leads students through an investigation of European colonization of North America and how it impacted the Native Americans. Resource created by Angie Hilbert, Banner County School, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This inquiry provides students with an opportunity to investigate the journeys of Christopher Columbus. They will construct an argument in response to the compelling question “How should Christopher Columbus be remembered?” The activities focus on motivations, costs/consequences of the journeys and different perspectives. Resource created by Melissa Brabec, Leigh Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Humans have been discovering and rediscovering places and people for more than a millennia. Through the context of the possible future colonization of Mars and the compelling question, students will explore the European colonization of Africa and how it benefited Europeans and hurt Africans. Resource created by Sharon Jeffries, Fall City Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Understand the history of management by studying management theories from the Industrial Revolution to today.

This resource was created by Jenny Motacek, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This lesson instills knowledge of 4 exercises that can build muscular strength and endurance needed for kayaking. Shoulder rotation, Dumbbell curl, Dumbbell twists, & Weighted side bends. After this lesson, the students will be performing these exercises 3 times a week.

This article provides an overview of orienteering and geocaching as well as suggestions for incorporating these activities into elementary classrooms

This lesson provides simple activities for younger children to explore balance. Students will demonstrate spatial awareness and the ability to follow instructions. They will experience different movement forms.

The author's goals in writing Exploring Business were simple: (1) introduce students to business in an exciting way and (2) provide faculty with a fully developed teaching package that allows them to do the former. Toward those ends, the following features are included in this text:1- Integrated (Optional) Nike Case Study: A Nike case study is available for instructors who wish to introduce students to business using an exciting and integrated case. Through an in-depth study of a real company, students learn about the functional areas of business and how these areas fit together. Studying a dynamic organization on a real-time basis allows students to discover the challenges that it faces, and exposes them to critical issues affecting the business, such as globalization, ethics and social responsibility, product innovation, diversity, supply chain management, and e-business.2- A Progressive (Optional) Business Plan: Having students develop a business plan in the course introduces students to the excitement and challenges of starting a business and helps them discover how the functional areas of business interact. This textbook package includes an optionalintegrated business plan project modeled after one refined by the author and her teaching team over the past ten years.3- AACSB Emphasis: The text provides end-of-chapter questions, problems, and cases that ask students to do more than regurgitate information. Most require students to gather information, assess a situation, think about it critically, and reach a conclusion. Each chapter presents ten Questions and Problems as well as five cases on areas of skill and knowledge endorsed by AACSB: Learning on the Web, Career Opportunities, The Ethics Angle, Team-Building Skills, and The Global View. More than 70% of end-of-chapter items help students build skills in areas designated as critical by AACSB, including analytical skills, ethical awareness and reasoning abilities, multicultural understanding and globalization, use of information technology, and communications and team oriented skills. Each AACSB inspired exercise is identified by an AACSB tag and a note indicating the relevant skill area.4- Author-Written Instructor Manual (IM): For the past eleven years, Karen Collins has been developing, coordinating and teaching (to over 3,500 students) an Introduction to Business course. Sections of the course have been taught by a mix of permanent faculty, graduate students, and adjuncts.

Exploring Climate Science With Virtual Reality, a Teacher/Scientist Partnership experience. High school teachers engage with working scientists and engineers to for content learning for climate science and virtual reality and engage in follow-up sessions with professional development facilitators to develop pedagogical expertise for use in creating formative classroom tasks that are formative and productive. It is a three day initial workshop with four follow-up days to
1) deepen teacher understanding by learning with climate scientists to understand climate science standards content knowledge
2) increase awareness and knowledge of the use of virtual reality devices in climate science learning
30 to co-develop a climate science simulation game for use on Oculus Go devices with teachers, their students and a virtual reality scientist/engineer team
4) to develop and implement embedded formative classroom tasks that
complement climate science learning by using a relevant, place based phenomena, and provide insights into student thinking and productive next steps in learning.

Creative Commons License CC BY
Exploring Climate Science With Virtual Reality Professional Learning Module by Georgia Boatman, ESD 123 and Peggy Willcuts PNNL is licensed under a Creative Commons Attribution 4.0 International License.

Date of this Version
2019

Document Type
Portfolio

Citation
Corey, Samantha and Stephen Yaghmour. “Exploring Engineering.” After school club lesson plans. University of Nebraska-Lincoln, 2019.

Comments
Copyright 2019 by Samantha Corey and Stephen Yaghmour under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

Abstract
Exploring Engineering Club provides an introduction to a variety of engineering problems and piques the students’ interest in engineering by accompanying the information with hands-on problem solving activities mainly related to structural engineering. The activities will often be done in teams which will teach good teamwork skills, as well as problem solving and critical thinking.

Nonfiction may be dull for some students, but this lesson helps them focus on the main ideas. Through awareness of section headings, students learn to sort and categorize main concepts.

What did Mansa Musa care about more: god (religion) or gold (wealth)? Students will examine primary documents to delve into the motivations and priorities of Mansa Musa, the 14th-century emperor of the Mali Empire. It aims to explore whether his actions and decisions were driven primarily by religious beliefs or material wealth and power. Resource created by Emily David, Lincoln Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This lesson will teach you the difference between different investments, what they are and the risk involved with each.