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\n\"Introduction\n\n
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\nNational Energy Education Development Project\n
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\nIntroduction to Wind Energy\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe U.S. produced enough wind energy in 2015 to power all of the homes in Alaska, California, Delaware, the District of Columbia, Hawaii, Idaho, Maine, Montana, Nebraska, New Hampshire, North Dakota, Rhode Island, South Dakota, and...\n
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Instructional Video6:41
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\n\"Untangling\n\n
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\nPBS\n
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\nUntangling the Devil's Corkscrew\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nHow did scientists unravel the mystery of an ancient beaver species? An engaging video from a well-written biology playlist discusses the discovery of strange spiral fossils found in Nebraska farm country. Junior paleontologists examine...\n
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\n\"1850-1874\n\n
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\nNET Foundation for Television\n
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\n1850-1874 Homestead Act Signed: The Challenges of The Plains\n

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\n\nFor Teachers\n\n4th - 12th\n\nStandards\n
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\nStart a whole new life in a land known as the Wild Wild West! Learners analyze maps, personal accounts, the Kansas-Nebraska Act, songs, and video clips to uncover life under the Homestead Act. Using their new skills, class members role...\n
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\n\"Pioneer\n\n
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\nCurated OER\n
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\nPioneer Values in Willa Cather's My Antonia\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nIncluded in this resource are a variety of activities to do while reading Willa Cather's My Antonia. The activities, which range from mapping out Nebraska to writing activities about pioneer living, are all designed with one...\n
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\n\"Westward\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nWestward Expansion: Image and Reality\n

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\n\nFor Teachers\n\n5th - 8th\n\nStandards\n
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\nAs your young historians study Westward Expansion, practice in-depth primary source analysis with the documents and guidelines presented in this resource. They will examine a lithograph and excerpts from two letters written by a Nebraska...\n
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\n\"Where\n\n
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\nCurated OER\n
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\nWhere Is That Place?\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents determine the difference between a country, state, and a city while recording the weather conditions for their school in Nebraska. They examine weather for another school in the state while practicing using weather equipment to...\n
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\n\"Tri-County\n\n
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\nCurated OER\n
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\nTri-County Project: Precipitation\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents examine and research the annual rainfall in Nebraska. They create a map of the annual rainfall in Nebraska and use the map to develop explanations of settlement.\n
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\n\"African\n\n
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\nAfrican American Homesteaders\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nPupils analyze the reasons African-Americans settled in the area to be known as Nebraska. Using primary source documents, they read about the challenges they faced and compare their growth and distribution of African-Americas in the...\n
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\n\"Letters\n\n
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\nCurated OER\n
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\nLetters from the Plains\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders read and analyze primary source documents dealing with Nebraska history. In a role-play, they present the information they gathered to their classmates. They examine what live was like for people settling in Nebraska.\n
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\n\"Rollin'\n\n
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\nCurated OER\n
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\nRollin' On The River II\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners explore the importance of the Platte River to the state of Nebraska. They investigate the river's historical, social, economic, and political importance to the development of Nebraska. Students explore the ecosystem of the river.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Freeman School: Building Prairie Communities\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents examine this one-room school in Nebraska and consider the important role it played in the community during the late 19th and early 20th centuries. They compare their educational experience with those of rural students of...\n
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\n\"Water\n\n
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\nCurated OER\n
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\nWater Table\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents study the meaning of a water table and how it contributes to the existence of streams, swamps, and lakes in Nebraska. They conduct an experiment and complete a diagram of the hydrologic cycle.\n
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\n\"Poetry\n\n
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\nCurated OER\n
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\nPoetry on the Prairie\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents explore the history of the Nebraska prairie by looking at different pieces of art. Using the art, they write a poem that captures the essence of a prairie. They use their senses and any feelings or emotions they get from the...\n
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\n\"Omaha's\n\n
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\nCurated OER\n
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\nOmaha's Whose Who at Prospect Hill Cemetery\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents explore and are able to explain how to read an old street map of downtown Omaha. Students review the names of schools in OPS as well as country names in Nebraska. They find out the names of graves in Prospect Hill Cemetery....\n
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\n\"Remembering\n\n
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\nCurated OER\n
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\nRemembering Logan Fontenelle\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents research Logan Fontenelle and discuss his role in history and importance to the state of Nebraska. Students create individual mock memorials for Fontenelle to be placed at his burial site.\n
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\n\"Geography\n\n
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\nCurated OER\n
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\nGeography and Technology: Think the World of Your Community\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers recognize the meaning of the word community, the historical development of communities in Nebraska and the impact that technology has had and continue to have on the creation and growth of communities.\n
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\n\"Quilts,\n\n
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\nCurated OER\n
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\nQuilts, Warmth with History\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents examine numerous quilts that show the culture and history of Nebraska. Using the internet, they view quilts from different points in history and discuss them as a class. They examine the role quilts play in discovering...\n
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\n\"Progressive\n\n
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\nCurated OER\n
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\nProgressive Movement in Nebraska and the United States\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nLearners interact with the whole progressive movement and its impact on the U.S. They list the goals of the movement. In addition, they organize primary resources and interpret political cartoons. Each student shares one of their...\n
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\n\"Cultural\n\n
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\nCurated OER\n
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\nCultural Diversity in Nebraska (Scottsbluff)\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners experience a new appreciation of cultural diversity involving different people, places, and environments. They research family backgrounds, use technology to exchange information, create a map depicting ethnic concentrations and...\n
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\n\"Nebraska\n\n
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\nCurated OER\n
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\nNebraska And Exports\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the role of Nebraska in the exporting of goods from the United States. They look at ways the state is looking to help expand its role in the markets. Students conduct research using a variety of resources. Then use...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe World Does Business With Nebraska\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners investigate the concept of exporting goods from the state of Nebraska. They develop skills of analysis while looking at the goods and services of the state to the international market. They conduct research and create a report...\n
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\n\"Geese\n\n
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\nCurated OER\n
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\nGeese and Sandhill Cranes of Nebraska\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nLearners gather information on the geese and cranes found in Nebraska. Students explore ways they can help save their habitats. Also, learners use additional general information they connect artwork to their research topic.\n
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\n\"Adventures\n\n
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\nCurated OER\n
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\nAdventures along the Oregon Trail in Nebraska\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nLearners discover how the land and people we develop relationships with in Nebraska affect our survival--past, present, and future. They write about and interview their grandparents, parents and peers and compare them with people on the...\n
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\n\"Burt\n\n
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\nCurated OER\n
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\nBurt County, NE, Soil Survey\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents identify the soil types and textures, and locate the waterways in or near the towns of Lyons and Decatur, Nebraska. They analyze soil profile maps, and answer conclusion questions.\n
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