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SS 4.1.2.c Communicate background of Nebraska state holidays or historical events, their significance, and how they are recognized. 

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SS 4.1.2.c Communicate background of Nebraska state holidays or historical events, their significance, and how they are recognized. 

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CO: How do different sources of information like music, film, & monuments tell us about the past and about how people and groups made a difference in the past?

SQ1: What are holidays that are specific to Nebraska, how did they originate, and how are they recognized?

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SS HS.4.2.a (US) Identify and evaluate how considering multiple perspectives facilitates an understanding of history. 

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SS HS.4.2.a (US) Identify and evaluate how considering multiple perspectives facilitates an understanding of history. 

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What would motivate an individual to use some of the weapons used in WWI trench warfare?

What were some of the weapons of WWI?

What was the psychology of trench warfare?

What was the level of medical care during the war?

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SS 4.1.1.e Justify the importance of roles that leaders and citizens serve in Nebraska government. 

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SS 4.1.1.e Justify the importance of roles that leaders and citizens serve in Nebraska government. 

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CQ1: Why do we have different levels of government leaders in our state?

CQ2: What are our roles as citizens in our state?

CQ3:  What are the behaviors of an effective leader?

SQ1:  What are the roles of the Mayor, Governor, Senators, etc. in our state?

SQ2: What are the roles of a student and adult in our state?

SQ3: How do elected official behaviors affect the views of citizens?

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SS 6.4.2.b Explain the use of primary and secondary sources to better understand multiple perspectives of the same event.  For example: foundational texts of world religions.
CQ:  How do the Bible, the Quran, and the Torah differ in what they say about the coming of Jesus Christ?
SQ1:  What is another topic that all 3 cover and how do they differ on that topic?
SQ2:  How do the different interpretations of the same event lead to unrest/war between the followers of each book?

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SS 6.2.1.b Examine how social and governmental decisions impact economic well-being. 

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SS 6.2.1.b Examine how social and governmental decisions impact economic well-being. 

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CQ: What factors would you consider or what decisions would you make if you had to decide what type of government/economy that you and your family had to live under?  Give examples and explain your decisions.
SQ1: What kinds of jobs or careers are available in each type of Govt/Econ?
SQ2: Is there room for personal/professional growth within each type of Govt/Econ?

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SS 5.4.2.b Identify and describe how multiple perspectives facilitate the understanding of US History.

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SS 5.4.2.b Identify and describe how multiple perspectives facilitate the understanding of US History.

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CQ: How does the perspective of a Loyalist during the American Revolution differ from the perspective of a Patriot?

SQ1: What events inspired Patriots to declare independence from England?

SQ2:  What reasons did the Loyalists have for remaining loyal to England?

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How have humans changed/adapted to their environmental challenges?
1.) How have humans created some of these challenges? (NE, US, World)
2.) How have humans handled these situations in the past? (Past, present & future)
3.)

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Civics SS HS.1.1.a Examine the historical foundation that influenced the creation of the United States Constitution. For example: philosophers, social contract theory, natural rights, Constitutional Convention, Federalist, and Anti-Federalis

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Civics SS HS.1.1.a Examine the historical foundation that influenced the creation of the United States Constitution. For example: philosophers, social contract theory, natural rights, Constitutional Convention, Federalist, and Anti-Federalis

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CQ - If the issue of Slavery had been addressed at the time of the making the Constitution how would this country have been different?
SQ - How many states were for and against ending slavery?
SQ - Who was the architect of the Constitution?

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SS K.3.1 Explore where (spatial) and why people, places and environments are
organized in the world.

CQ: Is one area of our school more important than the other areas?

SQ-1-What are the major areas of our school?
SQ 2-Why is the kitchen close to the gym or cafeteria?
SQ 3- Why do Dr. Principal and Mrs. Secretary work in the office and not the library?
SQ-4 Why are there three sets of restrooms in our school?

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6.3.3 - Identify how the natural environment is changed by natural and human forces, and how humans adapt to their surroundings.

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6.3.3 - Identify how the natural environment is changed by natural and human forces, and how humans adapt to their surroundings.

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CQ: Was the development of agriculture in ancient Sumer worth their city-state getting conquered?

SQ1: What are the benefits/costs of agriculture?
SQ2: How was daily life changed in ancient Sumer because of the development of agriculture?
SQ3 What were ancient Sumer advancements that were adopted by the conquering groups?

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4.3: Examine historical events from the perspectives or marginalized and underrepresented groups.

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4.3: Examine historical events from the perspectives or marginalized and underrepresented groups.

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CQ: Was the Progressive Era truly progressive for women?

SQ1: What events of the Gilded Age created the need for progressive reform?
SQ2: What evidence was gathered during the Progressive Era that illustrated the need for change in women's lives?
SQ3: What issues in the early 20th century affected women the most?
SQ4: How did women innovate and participate in the progressive reform movement?
SQ5: How did the reforms of the Progressive Era specifically affect women?

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SS 1.1.1 Analyze the relationship between roles and rules within learning and living environments 

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SS 1.1.1 Analyze the relationship between roles and rules within learning and living environments 

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SS 1.1.2 Demonstrate positive and productive citizenship skills.

SS 1.3.1 Explore where (spatial) and why people, places, and environments are
organized in the world.

CQ: How do rules at home and at school create a safe, organized, and happy place to live and work?

SQ1:  What are the behaviors that will help all of us to be safe, organized, and happy at school?
SQ2:  How can you tell when someone is a positive and productive citizen?
SQ3:  Why don't all cultures have the same rules?

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SS K.1.1 Communicate the purpose of rules and the roles within learning and living environments.

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SS K.1.1 Communicate the purpose of rules and the roles within learning and living environments.

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SS K.1.2 Demonstrate positive and productive citizenship skills.
CQ: How can rules help us be good citizens?

SQ1:  What are rules?
SQ2: How are rules at home and school the same and different?
SQ3:  Who decides what rules need to be followed?
SQ4:  What are the consequences of following/not following rules?