Grade+4

"The learner will . . ." || **Standard(s) and Indicators:** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || **Cross Curricular Standard(s)** || levels of government (federal, state, local), senator, representative, || Nebraska Adventure-Ch. 12 ||  || Nebraska Adventure, Chapter 12 Test ||   ||
 * Teachers** (list)**:**
 * Textbook** (title, publisher, copyright date):
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 * **Unit** || **Objective:**
 * || K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. || //**SS 4.1.1 Students will identify and explain the foundation, structure, and function of Nebraska's government. **// ||  ||   ||   ||   ||   ||   ||
 * ||  || SS 4.1.1.a Explain the historical foundation and the events that led to the formation and structure of Nebraska’s government (e.g., modeled from U.S. government, three branches of government) ||   || legislative branch, executive branch, judicial branch, Constitution,
 * ||  || SS 4.1.1.b Describe the origin, structure, and function of Nebraska’s unicameral government ||   || bicameral, unicameral, non partisan, || Nebraksa Adventure-Chapter 12 ||   || Nebraska Adventure- Chapter 12 Test ||   ||
 * ||  || SS 4.1.1.c Understand how a bill becomes a law in the Nebraska unicameral ||   || bill, majority rule, veto, debate || Nebraska Adventure-Chapter 12 ||   || Nebraska Adventure- Chapter 12 Test ||   ||
 * ||  || SS 4.1.1.d Identify and explain a variety of roles leaders, citizens, and others play in the Nebraska government ||   || governor, senators, city council, mayor, || Nebraska Adventure-Chapter 12 ||   || Nebraska Adventure- Chapter 12 Test ||   ||
 * ||  || //**SS 4.1.2 Students will investigate how different perspectives impact government decisions at the state level. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 4.1.2.a Identify rights and responsibilities of citizens (e.g., voting, public service projects) at the state level ||   || voting, volunteer, rights, responsibilities || Nebraska Adventure-Ch. 12; Harcourt SS Ch. 2 ||   || Nebraska Adventure-Ch. 12; Harcourt SS Ch. 2 Tests ||   ||
 * ||  || SS 4.1.2.b Explain the meaning of state symbols, songs and holidays (e.g., Nebraska State Flag, "Beautiful Nebraska", Statehood Day, George Norris Day) ||   || symbol, motto, seal, heritage || Nebraska Adventure-Ch. 1

(George Norris in Ch. 12) ||  || Nebraska Adventure- Ch. 1 Test

(George Norris in Ch. 12) ||  || bias, point of view ||  ||   || teacher observation ||   || Ch.13 ||  || States & Regions, Ch. 2; Nebraska Adventure, Ch. 13 Test ||  || Nebraska Adventure Ch. 2 ||  || Nebraska Adventure Ch. 2 Test; teacher observation, daily work ||  || climate, vegetation, agriculture, population || Nebraska Adventure, Ch. 3 ||  || Nebraska Adventure Ch. 3 Test ||  || turbines || Nebraska Adventure Ch. 2, 8, 10 ||  || Nebraska Adventure Ch. 2, 8, 10 Tests & daily work ||  || natural resources || Nebraska Adventure Ch. 3 ||  || Nebraska Adventure Ch. 3 Test ||  || irrigation || Taught throughout Nebraska Adventure (esp. Ch. 3, 7, 8, 10) ||  ||   ||   || permanent, earthlodge, tipi, legend, explorer, barter, colony, independence, expedition, corps, council, agent, missionary, pioneer, wagon train, territory, Kansas- Nebraska Act, transportation, communication, capital, capitol, freight, road ranche, telegraph, civil war, homesteader, immigrant, sodbuster, reservation, ration, grange, open range, brand, || Throughout Nebraska Adventure Ch. 4-11 ||  || Nebraska Adventure Ch. 4-11 tests, daily work, teacher observation ||  || road ranche, telegraph, railroad, homesteader, sodbuster, immigrant, reservation, open range, grange, brand || Nebraska Adventure Ch. 7, 8, 9, 10 ||  || Nebraska Adventure Ch. 7, 8, 9, 10 Tests, teacher observation ||  || secondary source || Nebraska Adventure Chapter 1 ||  ||   ||   || Nebraska Adventure ||  ||   ||   || state county || Nebraska Adventure Ch. 7, 10, 12 ||  ||   ||   ||
 * ||  || SS 4.1.2.c Identify ways students can be engaged to have an impact in their state ||   || volunteer ||   ||   || teacher observation ||   ||
 * ||  || SS 4.1.2.d Describe how various individuals and groups influence the way an issue affecting the state is viewed and resolved (e.g., lobbying, petitions, media, social media) ||   || petition,
 * ||  || SS 4.1.2.e Identify state leaders and the impact of their decisions that effect public policy ||   ||   || current events, how to access state leaders ||   || teacher observation ||   ||
 * || K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels. || //**SS 4.2.1 Students will recognize prices are what consumers pay when they buy a good or service. **// ||  ||   ||   ||   ||   ||   ||
 * ||  || SS 4.2.1.a Predict how consumers would react if the price of a good or service changed (e.g., natural disasters, drought, gas prices) ||   || economy, goods & services, supply & demand || States & Regions, Ch. 2; Nebraska Adventure Ch. 13 ||   || States & Regions, Ch. 2; Nebraska Adventure Ch. 13 Test ||   ||
 * ||  || SS 4.2.1.b Predict how producers would react if the profit from selling a good or service changed ||   || economy, goods & services, supply & demand || States & Regions, Ch. 2; Nebraska Adventure Ch. 13 ||   || States & Regions, Ch. 2, Nebraska Adventure Ch. 13 Test ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.2 Students will investigate how capital resources are used to make other goods and produce services. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.2.a Give examples of capital resources used in making goods and services in Nebraska and the United States (e.g., tools, laboratories, equipment, and machinery) ||   || factors of production, capital resources || States & Regions, Ch. 2; Nebraska Adventure,
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.3 Students will make observations about the purpose of various financial institutions in Nebraska. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.3.a Discuss the purpose of early NE financial institutions (e.g., barter, trading posts, banks) ||   || barter, trading post, || Nebraska Adventure Ch. 5 ||   || teacher observation ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.3.b Identify financial institutions in the community and their purpose (e.g., banks, credit unions, consumer/business loans, safety of deposit, investments/trust services) ||   ||   || Math- Guest Speaker ||   ||   ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.6 Students will understand that banks are institutions where people save money and earn interest, and where other people borrow money and pay interest. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.6.a Identify the costs and benefits of saving, interest, and borrowing ||   ||   || Math- Guest Speaker ||   ||   ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.10 Students will understand what goods and services state governments provide. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.10.a Identify goods and services funded through state taxes (e.g., highways, universities, human services, unemployment, courts) ||   || taxes, public services, || States & Regions Ch. 2, Nebraska Adventure Ch. 12 ||   || States & Regions Ch. 2, Nebraska Adventure Ch. 12 Test ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.12 Students will recognize and explain specialization and why different regions produce different goods and services. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.12.a Compare Nebraska with different regions and the goods and services each region produces (e.g., beef, wheat, telemarketing, cotton, coal) ||   || region, goods, services, climate || States & Regions Ch. 3, Nebraska Adventure Ch. 2 ||   || States & Regions Ch. 3, Nebraska Adventure Ch. 2 Test ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.12.b Discuss how technology has affected the specialization of Nebraska’s economy and surrounding states ||   ||   || States & Regions Ch. 2, Nebraska Adventure Ch. 13 ||   || States & Regions Ch. 2, Nebraska Adventure Ch. 13 ||   ||
 * || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels. || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1 Students will explore where (spatial) and why people, places and environments are organized in the state. **// ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.a Read local and state maps and atlases to locate physical and human features in Nebraska. (e.g., the state of Nebraska, major cities in Nebraska, Lincoln, major rivers including the North Platte, South Platte, Platte, Niobrara and Missouri) ||   || title, legend (map key), compass rose, inset map, cardinal directions, intermediate directions || Nebraska Adventure Ch. 2 & 3; States and Regions Geography Review; Daily Geography ||   || Nebraska Adventure Ch. 2 & 3; Daily Work; Teacher Observation ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.b Apply map skills to analyze physical/political maps of the state (e.g., utilize grid systems to find locations, identify the location and purpose of time zones, identify and locate cities of the state identify relative and absolute locations east/west, north/south, left/right, next to) ||   || map grid, time zone, relative location, exact location || Daily Geography,
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.c Analyze why things in Nebraska are located where they are in Nebraska (e.g., Why are large cattle ranches found in the Sandhills? Why are major airports located near large cities?) ||   || Sandhills, Badlands, High Plains, Wildcat Hills, Pine Ridge, Till Plains, Great Plains, urban, suburban, rural || Nebraska Adventure Ch. 2-3 ||   || Nebraska Adventure Ch. 2-3 Test ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.d Differentiate between cities, states, countries, and continents ||   || country, continent, state || Nebraska Adventure Ch. 2; States & Regions Geography Review; Daily Geography ||   || Nebraska Adventure Ch. 2 Test; teacher observation, daily work ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2 Students will compare the characteristics of places and regions and their impact on human decisions **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2.a Identify criteria used to define regions within the state of Nebraska (e.g., soil, climate, precipitation, population, vegetation, land and agricultural usage) ||   || till, buttes, sandhills, precipitation,
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2.b Classify regions and places within the state of Nebraska using physical and human features (e.g., Sandhills, Pine Ridge, Loess Hills, Platte River Valley, rural/urban/suburban) ||   || rural, urban, suburban, physical feature, human feature, Sandhills, Pine Ridge, Wildcat Hills, High Plains, Great Plains, Badlands, Platte River Valley, Missouri River Valley, Till Plains, aquifer, reservoir || Nebraska Adventure Ch. 3 ||   || Nebraska Adventure Ch. 3 Test ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2.c Identify and classify regions (e.g., counties and cities across Nebraska) ||   || city, county, county seat, rural, urban, suburban || Nebraska Adventure Ch. 2, Ch.12 ||   || teacher observation, daily work ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.3 Students will identify natural processes in the physical world. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.3.a Identify physical processes that shape Nebraska’s features and patterns (e.g., weathering, erosion) ||   ||   ||   ||   ||   || Taught in Science- Standard 5.4.2 ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.3.b Identify examples of ecosystems located in Nebraska (e.g., forests, wetlands, grasslands, and rivers located in Nebraska) ||   ||   ||   ||   ||   || Taught in Science- Standard 5.3.3 ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.4 Students will compare and contrast the characteristics of culture statewide. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.4.a Compare and contrast patterns of culture within the state of Nebraska (e.g., language, religion, food) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.4.b Compare and contrast population characteristics of the state of Nebraska (e.g., density, distribution, growth rates) ||   || rural, urban, population density || Big NE Map ||   || class participation ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5 Students will identify how humans have adapted to and modified different environments in Nebraska. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.a Describe the impact of extreme natural events in Nebraska (e.g., tornadoes, floods, dust storm, insect infestation) on the human and physical environment ||   || drought, tornado, blizzard || Nebraska Adventure Ch. 2 ||   || Nebraska Adventure Ch. 2 Test and daily work ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.b Describe how humans have adapted to and modified Nebraska's physical environment (e.g., progression of home construction materials from sod, timber, bricks and concrete; Homestead Act opened the prairie for agriculture; irrigation; Arbor Day: introduction of trees; rangeland management; soil conservation) ||   || sod houses, irrigation, agriculture, Timber-Claim Act, Homestead Act, hydroelectricity,
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.c Classify resources as renewable or nonrenewable resources ||   || renewable, nonrenewable,
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.d Describe environmental issues in Nebraska (e.g., soil conservation, water stewardship, contour farming, minimum tillage, air quality, solid waste) ||   ||   || Nebraska Adventure Ch. 2, 3- outside resources when teaching this; current events ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning, irrigation, agricultural activities) ||   || irrigation, dams, reservoir, hydroelectricity || Nebraska Adventure Ch. 2 ||   || Nebraska Adventure Ch. 2 Test ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.6 Students will use geographic skills to make connections to issues and events. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.6.a Identify how changes in human and physical geography have shaped Nebraska. (e.g., map major tornado paths, blizzards, floods, or droughts; how the construction of the Transcontinental Railroad and Interstate Highway system have impacted the way Nebraskans live) ||   || highways, railroads, cattle drives, steamboats || Nebraska Adventure Ch. 7, 10 ||   || Nebraska Adventure Ch. 7, 10 test, daily work ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.6.b Identify questions that help explain the interrelationships of human or physical geographic characteristics of places (e.g., A community is located on a river floodplain with fertile soil and water for transportation, irrigation, and human consumption) ||   || railroads, river transportation, till soil, aquifer,
 * || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels. || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1 Students will examine chronological relationships and patterns, and describe the connections among them. **// ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.a Apply concepts of time and chronology (e.g., annual, biannual, decades, centuries, millennia) ||   || annual, decades, centuries, millennia ||   ||   ||   || Taught in Math- Standard 4.2.5 ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.b Differentiate amongst years, decades, centuries, and millennia ||   || annual, decades, centuries, millennia ||   ||   ||   || Taught in Math- Standard 4.2.5 ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.c Select and record key state and/or regional events in chronological order (e.g., timelines) ||   || timeline || Nebraska Adventure Ch. 4-11 ||   || Daily Assignments ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.d Examine the chronology of historical events in Nebraska and their impact on the past, present, and future ||   ||   || Nebraska Adventure Ch. 3-11 ||   || teacher observation ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2 Students will describe and explain the relationships among people, events, ideas, and symbols over time using multiple types of sources. **// ||   ||   || Throughout Nebraska Adventure Ch. 4-11 ||   || Nebraska Adventure Ch. 4-11 tests, daily work, teacher observation ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2.a Describe and explain the relationships among historical people, events, ideas, and symbols, including various cultures and ethnic groups, in Nebraska by era (e.g., Native Americans on the Plains: Pawnee, Omaha, Lakota, Ponca; Explorers: Lewis and Clark, Hiram Scott, Stephen Long, John C. Fremont; Traders: Manuel Lisa, James Bordeaux; Missionaries: Moses Merrill, Father DeSmet; Westward Expansion: John Brown, Daniel Freeman, Arbor Day, J. Sterling Morton; Statehood: Standing Bear, William Jennings Bryan; 20th Century Nebraska: Mildred Brown, Willa Cather, Father Flanagan, George Norris; The Dust Bowl, state symbols) ||   || nomadic
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2.b Describe how Nebraska and the Great Plains Region have changed over the course of time using maps, documents, and other artifacts (e.g., impact of Civil War/Reconstruction, growth/development of cattle and agricultural industries, railroads, effects upon American Indian life, loss of buffalo) ||   || capitol, capital,
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2.c Differentiate between primary and secondary sources ||   || primary source
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.3 Students will describe and explain multiple perspectives of historical events. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.3.a Distinguish how various sources relate their perspectives of Nebraska history (e.g., The death of Crazy Horse) ||   || point of view || Nebraska Adventure Ch. 1, Ch. 5, 6, 9 ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.3.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., The Homestead Act, Oregon Trail diaries, military journal of Ponca Removal) ||   || point of view, primary source, secondary source || Throughout
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4 Students will analyze past and current events, issues, and problems. **// ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.a Analyze sources on Nebraska History through determination of credibility, contextualization, and corroboration ||   || point of view || Nebraksa Adventure Chapter 1 ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.b Explain alternative courses of action in Nebraska history (e.g., Why are cities chosen as state capitals/county seats? How are county borders determined?) ||   || territory
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.c Describe how decisions affected events in Nebraska (e.g., Laws passed by the Unicameral) ||   ||   || Nebraska Adventure Ch. 7, 8, 9 ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.d Describe the cause and effect relationships among key events in history (e.g. Kansas-Nebraska Act, Statehood Day, Homestead Act, Ponca Trail of Tears) ||   ||   || Taught throughout Nebraska Adventure Ch. 4-11 ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.e Describe the relationships among historical events in Nebraska and the students' lives today (i.e., current events) ||   ||   ||   ||   ||   ||   ||
 * ||  || //**<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5 Students will develop historical research skills. **// ||   ||   || Nebraska Adventure- Ch. 1 Symbol Research, Posters, Presentations ||   ||   || L.A. 4.4.1 ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.a Develop questions about Nebraska history ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.b Identify, obtain, and cite appropriate sources for research about Nebraska, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.c Gather historical information about Nebraska (e.g., document archives, newspapers, interviews) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.d Present historical information about Nebraska (e.g., pictures, posters, oral/written narratives, and electronic presentations) ||   ||   ||   ||   ||   ||   ||