February 12, 2015:   Join Diana Hess, Senior Vice President of the Spencer Foundation and a Professor at the University of Wisconsin-Madison in a conversation about civics education, the potential role of partisanship, the challenge of moving civics education beyond mere content acquisition, and the implications for policy, professional development and assessment.  We will talk about the legislative movement regarding the USCIS Civics test and consider possible ramifications.  For your information, you may want to reference the attached articles, especially the article from Social…

Rather than fight student use of artificial intelligence for schoolwork, we can incorporate techniques like lateral reading to teach learners how to fact check information from the chat bots.

Teaching high school history with picture books can enliven social studies content, advance students’ higher-order thinking skills, and help facilitate differentiated instruction.

In 2019, the National Council for the Social Studies established the Septima P. Clark Book Award. Books chosen for this honor must be nonfiction trade books and accurately reflect women’s issues, perspectives, and stories. They must be thoroughly researched, well written, and indicate originality. These are the 2023 Septima P. Clark book awardees.

The Carter G. Woodson Book Award is presented by National Council for the Social Studies to elevate texts that accurately depict the experiences of traditionally marginalized racial or ethnic groups within the United States. The award now has a long history, nearly 50 years, in honor of distinguished scholar and activist Dr. Carter G. Woodson. Woodson’s life-long dedication to making Black History known, visible, and valued inspires us to focus our students’ learning experiences on classroom resources that elevate the diverse voices of the American social landscape. 

In this piece, the authors unpack a heuristic developed by the Great First Eight curriculum for helping young children to recognize and act on injustice.

In this article, the authors share how a third-grade teacher supported students in crafting and researching their own inquiry questions using a process known as the Question Formulation Technique to scaffold students’ development of supporting questions. Hughes and Heckart provide the reader with suggestions and resources for supporting student-initiated inquiry.