This resource was created by Whittney Carnahan, 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.

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).

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).

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).

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).

This inquiry looks at the debate between the Federalists and the Anti-Federalists, and how federalism is still impacting the United States today. Resource created by Andrew Heller, Wynot Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This inquiry is designed to provide a basic understanding of feudalism in medieval Europe. This lesson is created for a 7th grade World History class. During this inquiry, students will examine maps, artwork, documents, videos, and text to build knowledge on feudalism and then demonstrate their understanding by applying it to our modern world.Resource created by Lisa Bales, David City Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM). 

This inquiry for 5th grade asks students to analyze the first amendment, why it was written, and how it affects them today. Students are asked to write an argument covering the need of the first amendment.Resource created by Tara Maltsberger, Heartland Community Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

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 inquiry is intended to have students civically engaged by becoming familiar with common terms such as liberty and freedom while toiling with their similarities through primary sources from the early influences of American democracy, documents leading to and written at the formation of United States’ government; all the way to the voices of the Americans who argued their promise of liberty and freedom wasn’t fulfilled. Resource created by Jacob Muir, Sidney Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

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 inquiry project, students will determine whether they believe Hammurabi’s Code of Laws is fair or not. They will research who Hammurabi was and his role in Babylonia, discover the differences in social classes in the region at the time, and analyze the laws as they apply to different social groups. Resource created by Elizabeth Dunn, Nebraska City Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This inquiry leads students through an investigation of how a bill becomes a law in Nebraska, and how the law regarding the use of motorcycle helmets in Nebraska changed. Resource created by Brian Johnson, Wakefield Community Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This inquiry is designed for students to explore history through some of the historical markers in Nebraska and recognize places that have yet to be recognized as historically significant. Resource created by Mandy Morava, Crawford Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This inquiry leads students through an investigation of the legacy of the Homestead Act of 1862 by having students analyze the impact of the law on European settlers and American Indians since the law did not equally benefit both groups of individuals. Resource created by Justin Aaberg, Nebraska City High School, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).