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.
SS 4.4.1 Students will examine chronological relationships and patterns, and describe the connections among them.
SS 4.4.1.a Apply concepts of time and chronology (e.g., annual, biannual, decades, centuries, millennia)
SS 4.4.1.b Differentiate amongst years, decades, centuries, and millennia.
SS 4.4.1.c Select and record key state and/or regional events in chronological order (e.g., timelines)
SS 4.4.1.d Examine the chronology of historical events in Nebraska and their impact on the past, present, and future
SS 4.4.2 Students will describe and explain the relationships among people, events, ideas, and symbols over time using multiple types of sources.
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)
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)
SS 4.4.2.c Differentiate between primary and secondary sources
SS 4.4.3 Students will describe and explain multiple perspectives of historical events.
SS 4.4.3.a Distinguish how various sources relate their perspectives of Nebraska history (e.g., The death of Crazy Horse)
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)
Historical Analysis and Interpretation
SS 4.4.4 Students will analyze past and current events, issues, and problems.
SS 4.4.4.a Analyze sources on Nebraska History through determination of credibility, contextualization, and corroboration
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?)
SS 4.4.4.c Describe how decisions affected events in Nebraska (e.g., Laws passed by the Unicameral)
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)
SS 4.4.4.e Describe the relationships among historical events in Nebraska and the students' lives today (i.e., current events)
Historical Research Skills
SS 4.4.5 Students will develop historical research skills.
SS 4.4.5.a Develop questions about Nebraska history
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)
SS 4.4.5.c Gather historical information about Nebraska (e.g., document archives, newspapers, interviews)
SS 4.4.5.d Present historical information about Nebraska (e.g., pictures, posters, oral/written narratives, and electronic presentations)