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).

American History Grade 5 - Standards and Linked Lessons and Resources

A collection of resources and lesson that are tied to the Nebraska 5th grade Social Studies standards.

Did early Americans have to move west? This inquiry leads students through an investigation of Americans moving west. Students will learn about land use in America, the population change in America, and the Indian Removal Act of 1830. Resource created by Justin Bray, Fremont Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 Inquiry Design Model (IDM).

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.

This inquiry focuses on the defining themes of Andrew Jackson’s presidency. Students will discuss Jacksonian Democracy, the War on the National Bank, and policy toward Native Americans. The questions, tasks, and sources in this inquiry ask students to explore primary sources from multiple perspectives to analyze whether Jackson was the hero or villain of the common man. Resource created by Abigail Huggins with Doniphan-Trumbull Public School as part of the Nebraska Social Studies Special Project 2022 - Inquiry Design Model (IDM).

This inquiry is designed to be an overview of the governments described in the Articles of Confederation and the US Constitution for an 8th-grade social studies class.  Both History and Geography are part of this inquiry.  Students will examine the size and diversity of the 13 original American states.  They will review the text of both documents.  Students will evaluate the structures of government created and will prioritize those structures in relation to the historical period. Resource created by Jeff Hart, Boyd County Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Who was affected more by the Battle of Gettysburg: the soldiers or the civilians? Students will analyze primary sources related to the Battle of Gettysburg using primary sources such as personal narratives, letters, maps, political cartoons, and speeches. As they examine the primary sources in this inquiry, students will first examine how the Battle of Gettysburg affected the soldiers and then the civilians. The final activity will have students analyze the Gettysburg Address and if its impact was more important for the soldiers who fought in the battle or the civilians. Close examination of the supporting questions will guide students to answer the compelling question. The resource was created by Andrew Halsey, Winnebago Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

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).

This inquiry leads students through an investigation of how life changed for people in Europe after the Black Death. Resource created by Christina Nilson, Columbus Public Schools,as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This resource was created by Janis Nicholas, 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. 

The British soldiers have long been blamed for firing upon innocent colonists the night of the Boston Massacre.  Students will examine primary and secondary sources to determine if the soldiers indeed attacked innocent colonists or were acting in self-defense against an angry mob. This inquiry asks, “Did the British soldiers open fire on innocent colonists at the Boston Massacre?”  Resource created by Michelle Wittstruck, Milford Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Can I afford to be an adult? This inquiry is intended to educate, and help develop financial skills. At the end of the inquiry the students will create a simple budget using the information they discover. Resource created by Robert Adam, St Edward, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This inquiry leads students in a study of the positives, negatives, and continued impacts of the Columbian Exchange. The lesson will expose students to primary sources that they will use to gain knowledge of the Columbian Exchange. Resource created by Amy Hall, Laurel Concord Coloridge Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This inquiry leads students through a geographic investigation of the characteristics of a state. During this inquiry, students will utilize an online geographic information system to examine and classify different types of borders. Resource created by Elliot Ruleaux, Yutan Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This resource was created by Kim Francis 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. 

In this examination of the United States law structure, the inquiry requires the learner to focus on the details of the Bill of Rights and Jim Crow Laws and their relationship with the Emmett Till (1955) and George Stinney (1944) Supreme Court cases.  This inquiry encourages the learner to understand the law in a simplified way that challenges their progress through the reading materials to cause them to develop a clear understanding of each amendment and the influence of Jim Crow. Resource created by Nicole Benson, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This resource was created by Ross Renfo, 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 inquiry leads students through an investigation of the communication between the Cherokee nation and the American government. Resource created by Lucas Spooner, Winnebago Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

This inquiry will provide students with an opportunity to investigate the impact of the Industrial Revolution on humanity. They will construct an argument in response to the compelling question “Was the Industrial Revolution helpful or harmful to humanity?” This question will guide students in deciding whether innovations have made life better or worse for humans. This inquiry will emphasize history and civics.  Resource created by Jordan Nelson, North Bend Central Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

Should we celebrate Constitution Day? This inquiry lesson details the justification of the Constitution as a living document and debates if it is a document for all to celebrate. Resources created by Kim Henry, Loup City Public School, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).