Was the Embargo Act of 1807 worthwhile? This inquiry lesson details the impact on trade barriers through the Embargo Act of 1807. Resource created by Daniel Gossman, Johnson-Brock Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of 5th Grade English studying Winin Dixie.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of 5th Grade Social Studies.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of Middle School PE. In addition, there is also a choice board at the bottom that engages students in some degree of control over how they practices the Vocabulary and Skills taught.

This Empower Learner Activity is designed for MS English students studying the book Hoot. Students will self-assess, set preliminary goals, and think through learning strategies.

This Empower Learner Activity is designed for an Ag or Exploratory Science class. Students will self-assess, set preliminary goals, and think through learning strategies.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of Middle School Music. In addition, there is also a choice board at the bottom that engages students in some degree of control over how they practices the Vocabulary and Skills taught.

The Erie Canal, did the end justify the means? The focus of the inquiry is to explore the complex relationship between the construction, use, and ongoing presence of the Erie Canal and the people who interacted with it throughout history.  This inquiry was created by Chris Nemetz of West Holt Public Schools as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

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).

Did the Orphan Trains positively or negatively impact children's lives? This 4th-grade inquiry unit will allow students to explore the historical significance of Orphan Trains and examine how this movement impacted the lives of children who were part of it. It was created by Melissa Schmitt, Louisville Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024—Inquiry Design Model (IDM).

Rubric Element 1.2
Technology is used to facilitate the learning objectives/outcomes.

Should the U.S. government have a bank? Government involvement in finances is something that we expect as citizens.  However, at the time of our country’s infancy our fore fathers argued over the constitutionality of the federal government creating a national bank. Resource created by Michelle Wittstruck, Milford Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

What component had the most significant influence on Nebraska’s geography? Students explore artifacts recorded in Nebraska in order to determine what had the most significant influence on Nebraska’s geography.  Resource created by Sara Cooper, Yutan Public Schools as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This Lesson Plan was created by Joanna Pruitt as part of the 2020 ESU-NDE Remote Learning Plan Project. This original lesson is for classroom use; however, there is a virtual option as well. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Lesson Plan is designed for Grades 9-12 English Language Arts students; however, this could also be used as a Social Studies project as well. Students will evaluate credible sources through research on genocides post World War II after completing a novel unit covering the Holocaust. Students will also create scrapbooks using summarizing, citation, informative writing, textual evidence, caption writing, and persuasive writing. Students will also be expected to demonstrate oral communication skills as they have to present their projects to the class. Students will use background knowledge to clarify text and also gain a deeper understanding by using relevant evidence from a variety of sources to assist in analysis and reflection of informative text. 

This Lesson Plan was created by Joanna Pruitt as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Lesson Plans as a result of the COVID-19 pandemic.The attached Lesson Plan is designed for 7th or 8th grade English Language Arts students. Students will learn not only about how to write friendly letters, but they will also learn about our country in a fun and engaging way. This is a letter-writing challenge that connects students from all around the United States. Students are assigned a state and they must select three schools within that state to write a letter challenge to. The goal is to see who receives the most letters back by the end of the school year and to learn about the state that they sent letters to. 

Was Great Britain dependent on trade with the colonies? This inquiry will guide students through the impacts trade had on both Great Britain, the colonists and other countries during the late 1700’s. In this inquiry students will research and draw conclusions on how trading impacts relationships and dependency between countries. Resource created by Barbara Knopik, Centura Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Which empire is most superior? Students will be stepping into the shoes of a historian, uncovering the histories and cultures of three major civilizations. Students will work in teams to investigate both the breadth and depth of various aspects of their societies including the geography and natural resources available to each, their social structures, and their expansion to determine the superiority of the empires. Students will analyze information, debate with peers, and use critical thinking skills to draw independent conclusions. Resource created by Kimberly West, Millard Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

In this unit, students will read The Absolutely True Diary of a Part-Time Indian while meeting the learning targets of theme, character development, conflict, and use of literary devices. They will apply their knowledge by creating several artifacts to represent their learning.

 This Remote Learning Plan was created by Tami Hughson in collaboration with Dorann Avey as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 7 English Language Arts students. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Remote Learning Plan addresses the following NDE Standard: NE LA 7.1.6B, NE LA 7.4.1A, NE LA 7.2.1B, NE LA 7.3.2CIt is expected that this Remote Learning Plan will take students 90 minutes to complete.

 This Remote Learning Plan was created by Tami Hughson in collaboration with Dorann Avey as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 7 English Language Arts students. Students will learn to analyze vocabulary using latin and greek roots and affixes. They will then apply learning to authentic text to comprehend grade level reading texts.  This Remote Learning Plan addresses the following NDE Standard: NE LA 7.1.5AIt is expected that this Remote Learning Plan will take students 90 minutes to complete.