Description:  Students will understand the history, practices, important figures, and belief systems of the world’s largest five religions. (Hinduism, Buddhism, Judaism, Christianity, and Islam) This Remote Learning Plan was created by Sara Fjell in collaboration with Lori Broady 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 9th-12th Grade World History students. Students will learn about the history, practices, important figures, and belief systems of the world’s largest five religions. (Hinduism, Buddhism, Judaism, Christianity, and Islam) This Remote Learning Plan addresses the following NDE Standard: Self-Assessment: SS HS.4.4.c (WLD) Determine the relationship between multiple causes and effects of events and developments in the past. For example: patterns of religious movements. Self Assessment: I can explain how each of the five main religions of the world came to be, who led them, and the impacts of their beliefs and daily practices on different cultures around the world.  

This Inquiry Design Unit will focus on the rise and fall of the Berlin Wall. It will address perspectives from East and West about why the wall was built. Students will make evaluations on what caused the fall of the Berlin Wall and reasons for the ongoing differences between East and West Germany.  Students will use multiple sources and examine multiple perspectives to analyze the compelling question. Resource created by Brett LeGrand, Blair Community Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

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).

This inquiry leads students through an investigation of the Roman roads. Resource created by Nichole Flynn, Ainsworth Community Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This inquiry leads students through an investigation of what the differences and similarities of rural and urban areas are through a variety of inquiry activities using the Depth of Knowledge (DOK) Levels 2 and 3. Resource created by Cindy Reedy, Tri County Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This resource was created by Kelly Schrunk, 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.

This resource was created by Nepthys Justo, 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.

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).