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 explore and identify rules for correct punctuation of dialogue. They will write a short dialogue and apply the rules for correct formatting.This Remote Learning Plan addresses the following NDE Standard: NE LA 7.2.1 HIt is expected that this Remote Learning Plan will take students 60-90 minutes to complete.

Have immigrant populations had a larger impact on economic growth or cultural diversity?  In this inquiry, students will explore and learn about culturally driven influences on economics in the modern world, especially as it pertains to the United States.  Resource created by Keith Allen, Lexington Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Rubric Element 1.8
Students create. (solutions, knowledge products, tools, resources).

Did the development of the Interstate Highway System align with American ideals? This inquiry explores the American Interstate Highway system in order to address how humans have utilized and adapted to their physical environment. Resource created by Kyle Vincent, Cozad Community Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Is Native American culture Nebraska culture? This inquiry lesson will educate fourth graders about the Native American culture that still exists in Nebraska, with a focus on the Umóⁿhoⁿ (Omaha) Tribe of Nebraska since the writer is familiar with the culture and they are the only Nebraska Tribe not relocated. Resource created by Brent Wojcik, Omaha Nation High School, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Whose Land is it? An exploration of who rightfully should claim the land being fought over by Israel and Palestine. Resource created by Jonathan Meyer, Gothenburg Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This lesson was created by Courtney Baker as part of the Nebraska ESUCC Special Project Digital Age Skills.

We all look forward to occasions that give us time to spend time with family and friends and to give thanks for all the blessings they bring to your life. This project will result in the creation of a Life Story video honoring a family member or someone else special to you. The following list of activities will provide you with background and information you need to complete this project.

 This Remote Learning Plan was created by Brandee Drahota in collaboration with Rick Meyer 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 preschool students. This counting lesson uses the story The Very Hungry Caterpillar by Eric Carle, as an introduction to practice counting skills and one to one correspondence. The expected lesson length is 30 minutes and includes online and offline options. 

This lesson was created by Renste Moeller as part of the Nebraska ESUCC Special Project Digital Age Skills.

After reading “The Most Dangerous Game” students will comb through the text to pull out the best examples of imagery from the story. They will work together in groups of three to collect five examples (per person) of imagery. Students must be able to see each other’s examples, so they don’t repeat them, but also help each other identify which imagery is being documented.

What was the most significant consequence of the U.S. government’s policy of assimilation of Native Americans in the late 1800s? This inquiry leads students through an investigation and evaluation of the methods used to force assimilation of Native Americans in the late 18th and early 19th Centuries and the consequences of those methods. Resource created by Ann Mays, Hastings Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Will Nebraska's environment sustain today's farmers and ranchers? This inquiry leads students through an investigation of the physical geography of Nebraska and its impact on farming and ranching in the state. Resource created by Jessica Christensen, Creek Valley Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

What is the most important factor in the development of Nebraska as a beef state? This inquiry leads students through an investigation of how Nebraska's economy is influenced by land and history, focusing on the beef industry. Resource created by Sara Adams, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This is a lesson using Digital Age Skills in Digital Citizenship and Website Creation

In this unit, students will read the novel, The Outsiders, while simultaneously working to analyze the text and time period of the novel.

Was it worth the effort to build the Panama Canal? In this inquiry, students will learn about the construction period, Teddy Roosevelt role, and weigh the pros and cons to form their own thoughts on whether it was needed.Resource created by Katelyn Bonifas, West Holt Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This template is meant to be a guide for Nebraska Teachers when creating Units of Instruction for the BlendEd Best Practices Project. Headings and/or topics not included in the lesson plan should be marked N/A.

This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

In this unit students will …
Define, identify, analyze, and effectively use four persuasive techniques.
Define, identify, analyze, and effectively use persuasive rhetoric.
Effectively use the writing process to create a persuasive essay and persuade the reader of their position on an established topic.
Extend their knowledge of persuasive techniques and rhetoric to create a real-world multimedia product using or teaching persuasion.

What was the most important factor in the Nazi rise to Power in Germany? Economic instability caused by the Great Depression and the destruction from World War I led to a period of unparalleled chaos across Europe. Utilizing the Inquiry Design Model, students will explore how these conditions sowed the seeds of fascism and led to the rise of fascist dictator Adolf Hitler and the Nazi Party in pre-World War II Germany. Resource created by Jeffery Maddox II, Creek Valley Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Rubric Element 1.6
Students progress through learning tasks or lessons without waiting for the teacher or each other.