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Beautiful Nebraska

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Is Nebraska really beautiful? The Nebraska unit explores the state's diverse geography, including its plains, rivers, and unique landscapes like the Sandhills. It delves into Nebraska's rich cultural heritage, from its pioneer history to contemporary arts and traditions, while also examining the impact of human activities on the state's environment and beauty. Resource created by Lucas Spooner, Winnebago Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Is Native American Culture Nebraska Culture?

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Railroad Power

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Did the advent of the railroad positively shape Nebraska? This lesson plan helps students understand the mixed impact of the railroad in Nebraska, encouraging critical thinking about both the positive developments and the challenges that arose.  Resource created by Ann Marie Weber, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Nebraska Agriculture

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

From Prehistoric to Present: Nebraska's Geography

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Valuable Nebraska Land

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Nebraska's Beef

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Great Britain Relationships Through Trade

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Alexander the Great

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Does Alexander deserve to be called “The Great?” This inquiry leads students through an investigation of Alexander the Great using a variety of sources to analyze his impact on other cultures, his success as a military general, followed by his lasting impacts on the ancient world. Resource created by Sydney Daly, Millard Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Exploring Mansa Musa's Balancing Act Between Religion and Riches

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

The Interstate Highway System

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Pre-World War II Germany: Adolf Hitler and the Rise of the Nazi Party

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Immigrant Impacts on Economy and Culture

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Structures and Functions of Government: Monarchies

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

The Rise of Communism in China

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Did the rise of Communism in China improve life for its citizens? This inquiry project allows students to explore the rise of Communism in China through the analysis of written and visual primary sources. Students will be able to form a supported argument answering the question, “Did the rise of Communism in China improve life for its citizens? Resource created by Cassie Kenedy, Omaha Public School, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

The Great Empires

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Workplace Reform During the Gilded Age

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

Native Americans and the Policy of Assimilation

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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).

Material Type: Unit of Study

Authors: Nebraska OER, ESU Coordinating Council

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