This resource was created by Staci Simonsen, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning. 

Was the standardization of the U.S. dollar necessary? This inquiry leads students through an investigation of the progression of money and its role in early United States History. Resource created by Nathan Ott, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Everyone wants to be a king… but do we still need them? This inquiry unit is designed to help students understand the role of monarchs in the lives of the citizens they reign over. Students will explore what has historically been said in favor and in opposition of rule by monarch. Through the analysis of different primary sources, students will form an argument to determine whether monarchs are a sufficient form of government in our modern world. Resource created by Kordell Hamer of Central City 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 the symbols that represent Nebraska on the state flag while investigating other symbols of Nebraska. Resource created by Kelly Sheen, Wilcox-Hildreth, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This inquiry focuses on the settlers who came in search of land under the Homestead Act. The compelling question, "Was the Homestead Act beneficial or costly?" focuses on if the journey west for the land was worth the risks. The questions, tasks, and sources included in this inquiry ask students to review the Homestead Act, figure out the costs and benefits of traveling west, as well as take into perspective how Westward Expansion affects Native Americans.  Resource created by Trent Ostransky, Elgin Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This inquiry provides students with an opportunity to investigate the use of technology in Mesopotamia. They will construct an argument in response to the compelling question “Was technology central to the development of Mesopotamia?” This question guides students to investigate the meaning of “technology” in terms of ancient civilizations and how it was used similarly or differently than in their own lives.Resource created by Abbi Haynes, Hastings Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Has Nebraska’s land always been valuable? This inquiry leads students through an investigation of the value of land and the realities of surviving the scarcity of this resource in regions throughout the country especially in Nebraska.  Resource created by Mexi Zahm, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This inquiry focuses on how citizens participate in government by voting. In this inquiry, students will learn how the United States has expanded the right to vote and how it compares with voting requirements in other countries. Resource created by Johanna Nielsen, Cross County Community Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

In this lesson students will identify how participating in a vote can be done and how participation can affect that vote. Resource created by Parker Trumble, Lourdes Central Catholic, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

Should the US have invaded Canada in response to the conflicts with Great Britain? This inquiry unit guides students through an exploration of the arguments of the government/ military and opposition regarding the decision to declare war on Great Britain, invade Canada, remove British rule, annex Canada to the United States, and examines the resulting impact and reactions from the Canadian point of view. Resource created by Sabine Fleshner, Millard 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 government structure and constitutional rights. Resource created by Melissa Konicek, Burwell Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This inquiry leads students through an investigation of the Boston Massacre. Students will analyze and evaluate primary and secondary sources as they gain a better understanding of the events surrounding this infamous day in American history. The compelling question asks, "Was the Boston Massacre really a massacre? Resource created by Lisa Bales, David City Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This inquiry leads students through an investigation into the discovery of resistance and protests throughout World History. While this inquiry is very general to include as many countries and experiences as possible, South Africa, United States History, and Israel - Palestine are the main focuses. By focusing on historical experiences of resistance and conflict, this inquiry focuses on building student empathy, respect, and understanding of complex conflict through aspects of Apartheid, Civil Rights laws, and continued conflict of countries around the world. Resource created by Tia Pawlowski, Battle Creek Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

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).