This 4th grade inquiry expands on the students’ understandings of the Oregon Trail expansion while also looking at the perspectives of those who were involved. The compelling question - “Did the Oregon Trail lead to positive change in our country? - engages students in the examination of the perspectives of the pioneers who traveled the trail and the Native Americans who lived near the trail.Resource created by Nicole Hiner, Columbus Public Schools, as part of the Nebraska ESUCC Social Studies Inquiry Special Projects 2022 - Inquiry Design Model (IDM).

This inquiry leads students through an investigation into the discovery of issues the Native Americans faced as the United States expanded further west. While this inquiry is very general to include as many tribes as possible, it might benefit students most if the teacher focuses on tribes local to the state, or area they are located. By focusing on the issues the Native Americans faced, students have an opportunity to build empathy and respect for Native Americans by examining their lives in a new light.  Resource created by Spencer Vogt, Peru State College, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

In this 8th grade inquiry students will analyze the "The New Colossus" poem by Emma Lazarus. Students will investigate primary sources detailing how poor immigrants were processed through Ellis Island and how a poor immigrant to the United States would typically live. Finally, students will compare and contrast the language used in "The New Colossus" and the expectations it could create with the reality of life in the United States for a poor immigrant.  Resource created by Nathan Ott, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This inquiry focuses on the westward expansion and the Oregon Trail. Students will learn about the location and landmarks of the trail, hardships that the travelers endured on these trails, and what was needed for a successful journey. The questions, tasks, and sources asks students to explore sources that showcase what life was like for the pioneers on the Oregon Trail. Resource created by Jane Nincehelser, Oakland-Craig Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Students will complete an IDM (Inquiry Design Model) Lesson to guide them through the social and political discrimination, segregation, and violence against African Americans during the “Jim Crow Era.” They will evaluate the effectiveness of the Reconstruction Amendments based on three supporting questions that help guide them to constructing and providing evidence for a final argument that addresses the compelling question.

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 IDM inquiry leads students through an investigation of the decision by the United States to use atomic weapons on Japan at the end of World War II.

The compelling question “Was the Dropping of Atomic Weapons on Japan an Appropriate Use of Force?” asks students to identify and weigh evidence from multiple primary and secondary sources supplied as well as others found by the student.

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).

The Washington C3 Hub is designed to support teachers with high-quality instructional materials aligned to our state learning standards and reflective of the C3 Framework. Here you will find inquiries developed by teachers in districts around the state as well as other helpful materials to help embed proven social studies instructional practices into K-12 classes.

Individual resources from this site can be found in the grade band subfolders. You may also view other states' sites on the main C3 State Hub site located at: http://www.c3teachers.org/state-hubs/

This lesson address the questions:
1. What did the Republic of Korea mean to the US during the US occupation?
2. How did the relationship between the US and the Republic of Korea change during the Korean conflict?
3. What has the Republic of Korea meant to the US since the Korean conflict?

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).