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\n\"Landmarks\n\n
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\nCurated OER\n
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\nLandmarks of the Oregon Trail in Nebraska\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine art work as primary sources and complete the worksheet to leaern about the Oregon Trail and Westward Expansion as it affected Nebraska.\n
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Instructional Video1:31
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\n\"Arbor\n\n
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\nArbor Day | All About the Holidays\n

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\n\nFor Students\n\nK - 5th\n
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\nDiscover how Arbor Day came to be with a brief, engaging video. Scholars watch how Nebraska's first pioneer in 1854 decided why planting trees was important and the journey that took place to make Arbor Day a national holiday celebrated...\n
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Study Guide
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\n\"A\n\n
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\nPenguin Books\n
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\nA Teacher's Guide to the Signet Classics Edition of Willa Cather's My Ántonia\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nWilla Cather's My Antonia might seem like a hard sell for today's teen readers. Rather than dramatic plot twists, trysts, and terrors, the novel celebrates the pioneer spirit that lead immigrants to a small Nebraska town. The Signet...\n
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Instructional Video14:16
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\nCrash Course\n
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\nThe Election of 1860 & the Road to Disunion\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nFrom the passage of the Fugitive Slave Law and construction of a transcontinental railroad to the conflicts that arose as a result of the Kansas-Nebraska Act and the Dred Scott decision, this video will take your young historians through...\n
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\n\"The\n\n
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\nThe Railroad Booms!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners discover how the railroads contributed to the interdependence between farms and towns. Using the railroads, they describe the effect of them on western settlement and the relationship between their location and the availability...\n
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\n\"Who\n\n
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\nCurated OER\n
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\nWho Were the Settlers?\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine why people move from one country or area to another. Using photographs, they analyze the culture and lifestyles of people pictured in the image. They research and explain the daily experiences of the settlers to...\n
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\n\"Selling\n\n
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\nCurated OER\n
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\nSelling of the West, or The Portrayal of Emigrant Travel on the Oregon Trail\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents compare and contrast the realistic and romantic art and literature about experiences on the Oregon Trail. Using this information, they compare their viewpoints and write messages on what they believe it was like on a trip down...\n
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Lesson Plan
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\n\"ourney\n\n
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\nCurated OER\n
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\nourney Through Time: Art Tells the History of Nebraska\n

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\nFourth graders discuss early Nebraskan history. They view and discuss the painting \"Sodhouse Family.\" Students are directed to the artistic elements of the painting, such as the horizon line. They follow a prescribed procedure to create...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Song of the Lark\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nUsing the internet, class members research the biography of Willa Cather, view photographs of Red Cloud, Nebraska, and read the novel, The Song of the Lark. They discuss the film, its setting and characters, and explore the...\n
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Instructional Video9:54
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\n\"A\n\n
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\nA Day on the Wheat Harvest!\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nIf you're doing a unit on farming in the Midwest, this video would be an entertaining show to present. With country music blaring in the background, the video takes you to a wheat field in Nebraska, and you watch as the variety of farm...\n
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Unit Plan
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\nCore Knowledge Foundation\n
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\nThe Civil War\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nA unit covers many aspects of the Civil War. Over six weeks, fifth graders delve deep into the history of slavery, the Civil War—before, during, and after—Abraham Lincoln, women's contributions, the Emancipation Proclamation, and...\n
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\n\"Moving\n\n
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\nCurated OER\n
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\nMoving West\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents research the Westward Movement and struggles encountered by the pioneers as they moved from Nebraska, Westward along the Oregon Trail. In this Westward Expansion lesson, students read an Oregon Trail poem and visit 5 different...\n
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\n\"Women\n\n
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\nCurated OER\n
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\nWomen Suffered to Achieve Suffrage\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nYoung scholars compare and contrast the movement for suffrage in Nebraska and the U.S. They organize and interpret primary documents and images from the time period. In addition, they tie in religious movements to women's suffrage.\n
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Interactive
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\n\"The\n\n
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\nThe Settlement of the American West\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nWhat do Abraham Lincoln and the Transcontinental Railroad have in common? Using a set of primary source documents, including pictures, maps, and treaties, class members link together the common themes of expansion into the American West....\n
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\n\"Lincoln\n\n
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\nCenter for History Education\n
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\nLincoln and the Republicans: The Cause of the War?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nIn today's political rhetoric, many forget the pivotal role the Republican Party played in the causes of the Civil War. The party's formation was the final straw for Southerners who saw the enslavement of people of African descent a...\n
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eBook
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\n\"The\n\n
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\nCore Knowledge Foundation\n
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\nThe Civil War\n

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\n\nFor Students\n\n3rd - 8th\n\nStandards\n
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\nA student reader shares information about the history of slavery, the Civil War, President Abraham Lincoln, women's contributions to the war, the Emancipation Proclamation, and reconstruction. \n
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\n\"Memories\n\n
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\nMemories of School Days\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents interview, record, and retell school stories of a family member. They research, document, and describe how schools have changed over time.\n
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\n\"Flood\n\n
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\nCurated OER\n
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\nFlood Cycles 30/100 or Somewhere In Between\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine traditional flood cycles. They research floods that have occured between 30 and 100 years. They use a tool known as Climprob to study precipitation patterns that might cause floods.\n
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\n\"Nebraska\n\n
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\nCurated OER\n
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\nNebraska Entrepreneur Success Stories\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents study and discuss various entrepreneurs from their home state and then prepare a proposal for a business they would like to own and operate in the future.\n
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\n\"Edwin\n\n
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\nCurated OER\n
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\nEdwin Perkins: A Nebraska Success Story\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders explore the life of the inventor of Kool-Aid to unearth concepts of a market economy. Vocabulary presented helps support the learning process.\n
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\n\"Sectionalism\n\n
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\nSectionalism and the Kansas-Nebraska Act\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nYoung scholars use their knowledge of Kansas history to support their position in support of or against slavery in Kansas.\n
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\n\"Push\n\n
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\nPush or Pull\n

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\n\nFor Teachers\n\nK - 1st\n
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\nPupils study the forces, push and pull. They conduct demonstrations of pushing and pulling. They examine the Nebraska state quarter for an example of pulling.\n
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\n\"Oregon\n\n
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\nCurated OER\n
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\nOregon Trail Art\n

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\n\nFor Teachers\n\nK - 6th\n
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\nStudents describe events that happened on the Oregon Trail and in the daily lives of Native Americans by writing a narrative essay of a family traveling through Nebraska based on Thomas Hart Benton's paintings.\n
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\n\"Using\n\n
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\nUsing GIS to Construct Water Table Maps and Flow Nets\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents examine how to use GIS software to analyze patterns of groundwater flow. Seepage lake elevation data from the Sand Hills of Nebraska is used to construct a water table map and flow net using Esri's Arc Map software.\n
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